Date on Master's Thesis/Doctoral Dissertation

8-2025

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Powers, Debbie

Committee Member

Gravil, Meg

Committee Member

Stevens, Douglas

Committee Member

Yarbrough, Rachel

Author's Keywords

Forest preschool; parent choice; early childhood education; child outcomes; nature-based learning

Abstract

As interest in alternative early childhood education settings continues to grow, Forest Preschools—programs emphasizing immersive outdoor, nature-based learning—have gained increasing attention from parents across the United States. This qualitative research study explores the underlying motivations and decision-making processes that lead families to choose Forest Preschool settings. Guided by Kurt Lewin’s Field Theory, which examines behavior as a function of person and environment, the study investigates the dynamic interplay of personal beliefs, social influences, and contextual factors that shape parental choice. Specifically, this study addresses four key research questions: (1) How do families who choose Forest Preschools gain information about preschool options? (2) What factors do parents consider when selecting a Forest Preschool program? (3) What are parents' expectations for child outcomes in Forest Preschool settings? (4) What is the perceived importance of the Forest Preschool setting from the perspective of parents? Through in-depth, semi-structured interviews with thirteen families enrolled in three different Forest Preschools in Kentucky, the research uncovers themes related to parental values, community networks, desired developmental outcomes, and critiques of traditional schooling environments. Findings reveal that parents prioritize holistic development, nature connection, and child-led learning while drawing on a blend of personal experience, social recommendations, and digital information sources. The study contributes to the field of early childhood education by offering insight into the parental expectations and values that drive the growing appeal of forest-based learning. It concludes with implications for educators, policymakers, and researchers regarding the future role of nature-based pedagogies in mainstream early childhood education.

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