A peer-reviewed open-access electronic journal promoting early childhood environmental education for global readership and action, The International Journal of Early Childhood Environmental Education (IJECEE) publishes scholarly written works pertinent to the education of all young children (birth to eight years). Articles include book reviews, educational approaches, evaluation models, program descriptions, research investigations, and theoretical perspectives—all anonymously and expertly peer-reviewed. 

Articles in this issue include:  

• Climate Superheroes: Impact of a STEAM Camp on Preschool Children’s Ideas about Climate-Friendly Actions, by Lisa Borgerding, Kent State University, USA; and Breanna Beaver, Youngstown State University, USA
• Moving Toward Nature: Teacher Candidates’ Experiences with Nature-Based Learning in a Nature Reserve Field Setting, by Stacie Hoffer Nowikowski, Saint Vincent College, USA
• Nature-based Early Childhood Educators’ Perspectives on Embracing Fire as a Loose Part, by Carla Gull, Hawai'i Academy of Arts and Science Public Charter School, USA; and Suzanne Levenson Goldstein and Tricia Rosengarten, University of Phoenix, USA
• Designing a Digital Platform to Promote Experiences of Nature (EoN) in Early Childhood: A Methodological Model Derived from Action Research, by Louise Bouché, Jérémy Lucas-Boursier, and Anne-Caroline Prévot, Muséum national d'Histoire naturelle, France
• Telling Stories and Taking Pictures: How children and teachers co-facilitate inquiry and reflection outdoors, by Sophie Miller, Purdue University, USA, and Maureen Vandermaas-Peeler, Elon University, USA
• Exploring Preschoolers' Nature Connection: A Comparative Study of a Zoo and Urban School Settings, by Lauren Lowther, Jessica Mackeen, and Tara Wright, Dalhousie University, Canada; and Jennifer Gauble, St. Louis Zoo, USA
• Fire Enginners: Book and resource list, by Carla Gull, Books and Resources Review Editor