sustainability Systematic Review Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review Julie Ernst 1, * , Kerri McAllister 2 , Pirkko Siklander 3 and Rune Storli 4   Citation: Ernst, J.; McAllister, K.; Siklander, P.; Storli, R. Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review. Sustainability 2021, 13, 7443. https://doi.org/10.3390/su13137443 Academic Editor: Jesús-Nicasio García-Sánchez Received: 1 June 2021 Accepted: 25 June 2021 Published: 2 July 2021 Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affil- iations. Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). 1 Environmental Education, Applied Human Sciences, University of Minnesota Duluth, Duluth, MN 55812, USA 2 Environmental Education Graduate Program, University of Minnesota Duluth, Duluth, MN 55812, USA; mcal0057@d.umn.edu 3 Learning and Educational Technology Research Unit, University of Oulu, FI-90014 Oulu, Finland; pirkko.siklander@oulu.fi 4 Physical Education, Queen Maud University College of Early Childhood Education, N-7044 Trondheim, Norway; rune.storli@dmmh.no * Correspondence: jernst@d.umn.edu Abstract: Nature play with young children has been criticized for lacking the transformative power necessary for meaningfully contributing to sustainability issues. The purpose of this systematic review was to identify outcomes associated with young children’s nature play that align with Education for Sustainability outcomes, toward addressing the question of its contribution to a more sustainable future. A total of 272 citation records were screened using eligibility and quality appraisal criteria, resulting in 32 studies that were reviewed. These studies’ outcomes were coded and then mapped to an education for sustainability framework. Results suggest that nature play supports education for sustainability benchmarks of applied knowledge, dispositions, skills, and applications. The multiple and varied relevant outcomes associated with nature play suggest practitioners should not abandon nature play in the pursuit of sustainability. Implications for practice and further research are discussed. Keywords: early childhood education for sustainability; early childhood environmental education; nature play; nature preschool; forest kindergarten; systematic review 1. Introduction Early childhood is a critical period, not only in the in the context of development, but also in the context of sustainability, as values, attitudes, and foundational skills learned in early childhood extend throughout life. The importance of early childhood education for sustainability (ECEfS) is internationally recognized, yet differing approaches have been put forward to achieve its goals. One approach emphasizes time in nature, as exploratory and playful experiences in nature provide a foundation upon which children develop the attitudes and values they carry into adulthood. However, some researchers [1] have criticized this nature-oriented approach as an impediment to children’s ability to work for a sustainable future. Consequently, another overarching perspective for ECEfS advocates for a more trans- formative, participatory orientation through honoring young children’s rights and respon- sibilities as agents of change and involving them in exploring worldviews, problem-posing, decision making, advocacy, and action. Davis and Elliott [1] (p. 1) urge researchers and practitioners to recognize the competences of young children as “thinkers, problem-solvers, and agents of change for sustainability.” They challenge traditional environmental learning notions of young children, suggesting the need for a transformative shift toward learn- ing that encourages young children to engage in sustainability issues in authentic and meaningful ways—locally and in broader contexts. Sustainability 2021, 13, 7443. https://doi.org/10.3390/su13137443 https://www.mdpi.com/journal/sustainability