This paper reports on a study of day care children, ages 2 years 6 months to almost 5 years old, who visited a naturalized area near their day care once a week, over several months. The focus of this paper is on the embodied learning and expression of children's learning, along with their use of oral language. The children engaged in some structured activities, as well as free play. Often, after play, adults had children discuss what they had observed or learned in the garden. Constructivist grounded theory was used for this study, with the researcher and research assistant making notes while children played, while they talked, and jotting down memos at the end of each day. Initial observations revealed that children not only explored the naturalized area through their senses, but they embodied their "feelings" of and about the world, and used their bodies to express and playfully imagine their worlds. Although language allows for greater focus and analysis of experiences, the role of non-languaged explorations and understandings is also important, and has, perhaps, been undervalued. More research is required on children's interactions and creative play in natural or naturalized areas, with monitoring of children's embodied explorations included. More research is also required on the role of children's early and sustained experiences in natural areas for developing pro-environmental attitudes and action.