ABSTRACT
In this chapter, Isauro, Sahara, and Alicia describe and discuss how they have improved their nature and place-based teaching for the dual language learners in their classroom through inquiry, documentation, and reflection. The authors, who teach at a public preschool in San Francisco, emphasize the value of narrative for strengthening the connections between nature and inquiry, and specifically discuss the value of learning stories from New Zealand for deepening their nature work with young children and their families.
