Following Stage 1 of this research, where a members’ survey was conducted, the groundwork has been laid with a final report developed that includes key findings and recommendations. These insights have informed the transition to Stage 2 of the Eco-Emotions project.

In Stage 2, we will focus on creating practical ways to support educators in recognising, measuring, and improving children’s self-regulation abilities in Early Years and School Age Care. By leveraging the findings from Stage 1, we aim to provide simple and effective strategies and activities based on previous research studies that can be implemented with educators. These strategies will specifically emphasise the use of nature-based experiences to enhance children’s self-regulation.

Through this continued work, we seek to empower educators to foster children’s active participation in their learning environment, drawing on the needs and preferences highlighted in the members’ survey from Stage 1. Ultimately, our goal is to reduce experiences of emotional dysregulation by integrating the benefits of the outdoors and a connection with nature within their Early Years and School Age Care experiences.

Stage 3 of the Eco-Emotions project will expand upon the groundwork laid in Stage 2. This phase will further focus on listening to and capturing the perspectives of children, educators, and families, while developing resources that strengthen the connections between eco-emotions, self-regulation, well-being, and sustainability.