Not only this view of nature was seen as ‘natural’ and universal, as it also neglected other views. The positioning of the child close to nature, was also the necessary fiction to naturalize and assume a universal development of the child. The education of the child as part of the civilizational project of modernity was premised upon the construction of the ‘nature of the child’ as an object of study. However, the idea of nature and the self-authenticating relation of the child and nature needs to be politicized to challenge not only the naturalization of creativity and imagination as properties of childhood, but also heteronormative assumptions about the child, the child’s innocence, immaturity, fragility, unreason, among many other characteristics that the western construction of a natural childhood carries since modernity as a way of making children governable.