In this thesis, I describe a qualitative journey that occurred over twelve months in two research phases. The first phase, referred to as Phase A, explores the professional lives and outdoor practices of a centre-based group of early childhood educators, and the conditions and narratives that influenced the outdoor nature-related experiences they offered children under three years of age. With increased awareness of the importance of children’s early connections with nature, there are requirements for educators in Australian early childhood education and care (ECEC) settings to create outdoor environments that encourage young children’s respectful appreciation of the natural world and understandings of their roles within it. Educators must also examine theoretical perspectives and pedagogical understandings when offering outdoor nature experiences and the policy expectations applied to practices with all children in ECEC settings, including those aged from birth to under three years. Professional experience suggests that while educators are committed to offering such experiences, they face multiple challenges in constructing effective pedagogies to realise their intentions.

My interest in educators’ outdoor nature-related practices with very young children emerged from working alongside educators in outdoor spaces. In particular, the observed inequities between nature-related experiences offered to infants and toddlers and similar experiences offered to older children provoked a need for deeper understandings. Thus, in this study relationships between educators’ outdoor naturerelated practices and conditions that influenced those practices were investigated. Educators at Stoney Bay Early Learning Centre (pseudonym) were invited into a critical participatory action research (CPAR) project intended to provoke reflections on their own relationships with nature, interpretations of policy expectations and their outdoor roles, perceptions of very young children, and the influence these experiences and perceptions potentially had on their practices. An interpretive thematic analysis was conducted drawing upon the underpinning critical and socio-constructivist theoretical perspectives.

While the CPAR experience encouraged deeper thinking about existing outdoor naturerelated practices resulting in some changes to outdoor spaces and experiences offered, Phase A study findings also revealed a shortfall in pedagogical and theoretical knowledges necessary to inform new practices and sustain change. This shortfall was addressed, in part, by a new Outdoor Educator role (OE) introduced into focus group discussions at the end of research Phase A. This new role, originally designed to lead change in outdoor nature-related practices, was investigated as part of research Phase B. This second phase of the study also explores guidance from the researcher as mentor to the OE role, and challenges in the role’s continuance including relinquishment of entrenched practices, leadership approaches, and willingness to go beyond what existed to possibilities envisioned by the CPAR collective. The findings indicated the effectiveness of a collective approach to changing outdoor nature experiences for very young children. The outcomes also suggested an egalitarian approach to leadership and a holistic commitment to ongoing practice transformation is essential if children’s connections to nature are to be authentically established.

My only hope is in what you read you may find something that invigorates your mind, enriches your heart, and nourishes your soul (J. Kinley)

Despite the evidence that prenatal parenting education is the most effective and costeffective intervention to improve child outcomes across a number of domains, there is a lack of Australian research in this area. To address this gap, this educational doctorate provides insight into effective ways to engage expectant parents in parenting education programs. This research used semi-structured interviews to collect information from five couples, each with one partner in the third trimester of pregnancy expecting their first child. The interview content was analysed using interpretive phenomenological analysis and applying a theoretical model that combined Bronfenbrenner’s process–person–context–time model and Azjen’s theory of planned behaviour. Results from the analysis identified primary themes focused on the importance of trust, in particular, the importance of trusting the individual providing the education and trusting the educational content being provided. Specific recommendations related to increasing trust within the engagement process and ongoing educational process were highlighted. Working collaboratively with expectant parents to enhance their self-insight about parenting, as well as obtaining greater insight into their individual, cultural, and contextual traits, were also identified as important goals for increasing trust, thus positively impacting on engagement. This will be of interest to counsellors, family support workers, social workers, and policymakers.

Although Australian early childhood guiding documents now promote the inclusion of children who are gender diverse, little is known about the sector’s competence to support these children and the impact of gender pedagogy on children and the community. Individuals openly assert diverse gender identities with increasing frequency, and this awareness often emerges during the early childhood years. Despite growing visibility, people who are trans and gender diverse (TGD) continue to face oppression and various forms of discrimination, leading to some of the poorest mental health outcomes among minority groups. This research project adopts a critical trans theoretical framework, transgender theory to respectfully contextualise the embodied transgender experience and critical theory as a social justice framework seeking equality. This framework is used to examine gender inclusion in early childhood settings at both macro and micro levels.

The survey adopted a mixed methods approach, combining qualitative and quantitative data from 734 degree-qualified early childhood teachers (ECTs) from across Australia. Participants shared insights into their beliefs, professional pedagogy, and experiences working with children who defy binary gender norms. Complementing this broad perspective, case study methodology was employed to delve deeply into the approaches of a single service dedicated to supporting a transgender child. This whole-service approach involved gathering data from educators, management, the transgender child and their parent, facilitating a comprehensive understanding of inclusion efforts and their impacts.

Survey results showed evidence of children ECTs described as gender expansive in early years services across Australia. Effective inclusion of these children was significantly influenced by educators’ beliefs regarding gender diversity and their familiarity with gender-inclusive pedagogy. Alarmingly, harmful practices such as reinforcing binary gender stereotypes and dismissing the relevance of gender to children were found to persist.

In contrast, the case study illuminated the positive effects of empathetic, high-quality early childhood pedagogy, benefiting not only the transgender child but also enhancing peer and community acceptance. This research highlights a promising exemplar of best-practice gender inclusion in early childhood. It underscores the critical need for supporting educators to confront and challenge their unconscious biases surrounding gender while providing education on strategies that foster healthy gender identity development in all children.