Early childhood education is crucial in the development of a learned society. However, existing early childhood education focuses on languages, numbers, cultural and social interactions without much emphasis on the importance of the natural environment. Therefore, this study investigates the integration of biophilic design (BD) elements in kindergarten environments and their impact on early childhood environmental education (ECEE). Focusing on four kindergartens, the research examines how biophilic features influence children’s engagement with natural elements and their development. Utilizing a robust methodological framework, the study employs both observations and quantitative analysis using the Wilcoxon signed-rank test to assess the effectiveness of these interventions. The findings reveal that BD significantly enhances children’s interactions with natural terms, suggesting deeper cognitive connections with the natural world. Enhancements in children’s engagement with natural elements were most pronounced in kindergartens that implemented comprehensive and strategically placed biophilic elements. However, the effectiveness varied across settings, underscoring the importance of contextual and environmental factors in the design and implementation of biophilic principles. The study underscores the potential of BD to foster environmental awareness, cognitive and emotional development among children, advocating for its broader application in educational settings to promote sustainable environmental behaviors from an early age.

Urbanisation and reduced natural spaces pose increasing challenges to children’s holistic development in early learning environments. This study investigates how four biophilic design elements—water, plants, animals, and ecosystems—affect the physical, mental, and social well-being of kindergarten children in Henan Province, China. A quantitative questionnaire survey was conducted with children, parents, and teachers from four selected kindergartens. The questionnaire consisted of three parts: demographic information, preferences toward biophilic design elements, and perceived impacts of these elements on children’s development. Considering young children’s limited ability to self-report psychological and emotional states, children’s preferences were statistically compared to those of parents and teachers using IBM SPSS Statistics Version 26. Results showed no significant differences; thus, data from parents and teachers were retained for further analysis. Subsequently, Partial Least Squares Structural Equation Modelling (PLS-SEM) was applied to explore relationships between biophilic elements and children’s developmental outcomes. Results indicated that water and animal elements were associated with higher levels of physical activity and psychological resilience, plants were linked to greater social adaptability, and ecosystem landscapes were related to overall indicators of child development. Because the dataset is geographically limited, these quantitative results should be interpreted as exploratory evidence. Importantly, these interventions can be feasibly incorporated into existing facilities, offering practical avenues for swift implementation. To better facilitate such practical implementation, this study synthesises key findings into a comprehensive framework, explicitly outlining how these biophilic elements can be prioritised and effectively integrated into kindergarten designs. Future research is recommended to examine long-term effects and cultural adaptability.

Children’s affinity for natural elements, or biophilic preferences, has gained increasing recognition as a cornerstone of family-centered sustainability. This study examines how parental factors, specifically environmental attitudes and in-home biophilic design plus guidance, directly shape children’s preference for nature-infused environments. A cross-sectional survey (N = 397) for parents collected data on household greenery, animal care, parental attitudes toward environmental responsibility, and the degree of child involvement with natural elements. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the analysis identified proactive parental mindsets and frequent biophilic home modifications as significant predictors of stronger child affinity for plants, water features, and other nature-inspired components. The findings highlight several key parental and environmental factors that contribute to the development of children’s biophilic preferences, underscoring the importance of coordinated efforts among families, communities, and policymakers to nurture children’s environmental consciousness. By highlighting how indoor greenery, small-scale animal care, and intentional parental support can foster early engagement with nature, this research offers fresh insights into the synergy between biophilic design and sustainable family practices. Emphasizing the potential role of home-based natural elements in enhancing children’s environmental awareness, the study concludes that nature-rich living spaces and holistic sustainability interventions are essential for empowering the next generation to shape a more sustainable future.