Contact with nature is the state of presence of the human being who recognizes himself in the natural environment, while connection expresses a relationship of intrinsic proximity. Spreading this bond, providing opportunities for interaction with nature in early childhood education can generate significant contributions to the child's cognitive, emotional, social and physical development. From this perspective, the present study aimed to characterize the implications of this contact and connection between children and nature. To this end, qualitative research was carried out in order to contribute to the construction of knowledge on the topic based on a literature review. The five studies selected for analysis were accessed via the Google Scholar database, including those linked to the research topic, published between 2019 and 2023 (last five years). From reading the selected materials, the following categories were identified: 1) Contextualization of the research field; 2) Nature as a child’s right; 3) Natural environment in children's daily lives; 4) Contact and connection with nature; 5) Nature, school and technology and, 6) Children's belonging and perception in relation to nature. The five studies described indicate the need to implement Environmental Education practices in early childhood schools, with the aim of strengthening children's bonds with the natural environment, promoting awareness of environmental problems and needs. It was also found that these activities impact children's lives, personally and socially, and that the absence of a relationship with nature can cause several losses in child development.
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