This research investigated young children's experiences of a natural wetland environment as they constructed meanings of nature in a group. This work was framed theoretically on the premise of social constructivism and ethical listening in efforts to phenomenologically understand how children came to know nature through pre-reflective and reflective experience. The phenomenological double hermeneutic method supported a data collection of 2400 minutes of video, 110 minutes of audio recording, 120 pages of handwritten notes, 56 drawings as reflections, and 88 photographs. Phenomenological writing, including anecdotes and punctum, led to the culmination of "Our Five Phenomena of Nature." The five phenomena we discovered were "Nature Hides us from Evil," "Nature is Unpredictable and Surprising," "Nature can be Dead and Alive," "Nature Likes Children" and "We're All Nature." Each phenomenon activated learning, for 16 children and 2 adults, and fostered an ongoing relationship with(in) nature and an understanding of be(in)nature, that we can be in nature outdoors or that as humans, we are nature. Nature's unpredictability forces us to be in conditions of being and becoming and an openness to what curriculum becomes with children. Children led their own inquiries to discover the known and unknown, leading to group understanding. Over time, the children discovered that, like them, nature needs care and compassion. Teaching and research implications are discussed as "Learning with(in) Nature," "We Care to (Re)know Nature," "Knowing Nature Differently" and "Making Sense of Nature" to provide possibilities for how other children and teachers might (re)know nature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]