<![CDATA[Recent revisions of Australia’s Early Years Learning Framework have increased expectations for educators to integrate outdoor learning and First Nations perspectives into early childhood education. However, limited research explains how educators practically embed Indigenous knowledge within nature-based pedagogies. This study explores how early childhood educators incorporate First Nations perspectives within Australian bush kinder programs. Using an ethnographic approach, data were collected through observations conducted within a longitudinal bush kinder project and interviews with an experienced nature-based educator. Findings demonstrate how educators apply a seven-step pedagogical strategy involving professional learning, curriculum integration, community engagement, culturally inclusive environments, reflective practice, everyday integration, and reconciliation awareness. This study contributes a practical pedagogical framework supporting educators to respectfully embed First Nations perspectives within nature-based early childhood contexts.]]>
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