Julie Davis, Sue Elliott

Sustainability is a global issue that urgently needs addressing, and for which the most serious consequences are for children and future generations. This insightful research text tackles one of the most significant contemporary issues of our times - the nexus between society and environment - and how early childhood education can contribute to sustainable living. By offering international and multidisciplinary research perspectives on Early Childhood Education for Sustainability, each chapter explores and investigates the complex topic of sustainability and its relationship to early childhood education. A particular emphasis that runs through this text is young children as empowered citizens, capable of both contributing to and creating change for sustainability. The chapter authors work from, or are aligned with, a transformative education paradigm that suggests the socio-constructivist frameworks currently underpinning Early Childhood Education require reframing in light of the social transformations necessary to address humanity's unsustainable, unjust and unhealthy living patterns. This research text is designed to be provocative and challenging; in so doing it seeks to encourage exploration of current understandings about Early Childhood Education for Sustainability, offers new dimensions for more deeply informed practice, and proposes avenues for further research in this field.

This book captures the now burgeoning research field of early childhood education for sustainability (ECEfS) and comprises insights from an ever-widening and diverse pool of researchers, who are promoting, engaging, and explaining the latest ECEfS research in the light of local, national, and United Nations global policy directives. With the increasing urgency of global climate disruptions, resource depletions, and biodiversity losses alongside greater human dislocation, the international scope of research and theory in this book provides a comprehensive guide to the role of sustainability in early childhood education, at a time when it is needed more than ever.

Elliott, ÿrlemalm-Hagsér, and Davis have brought together a collection of studies that offer new insights and approaches to ECEfS which challenge dominant narratives surrounding early childhood education and sustainability, including topics such as:

• how diverse worldviews and cultures challenge perceptions of sustainability;
• how bold national early education policies and urgent shifts in teacher education are imperative for driving transformative practices; and,
• how ECEfS curriculum and pedagogy can be incorporated successfully into early years settings.

This book will both inspire researchers and more deeply enable early years? educators to practise sustainability with children, and so will be of great interest to scholars, lecturers, and researchers, as well as undergraduate and postgraduate students, across the increasingly intersecting fields of sustainability and early childhood education.

Sustainability is a global issue that urgently needs addressing, and for which the most serious consequences are for children and future generations. This insightful research text tackles one of the most significant contemporary issues of our times - the nexus between society and environment - and how early childhood education can contribute to sustainable living. By offering international and multidisciplinary research perspectives on Early Childhood Education for Sustainability, each chapter explores and investigates the complex topic of sustainability and its relationship to early childhood education. A particular emphasis that runs through this text is young children as empowered citizens, capable of both contributing to and creating change for sustainability. The chapter authors work from, or are aligned with, a transformative education paradigm that suggests the socio-constructivist frameworks currently underpinning Early Childhood Education require reframing in light of the social transformations necessary to address humanity's unsustainable, unjust and unhealthy living patterns. This research text is designed to be provocative and challenging; in so doing it seeks to encourage exploration of current understandings about Early Childhood Education for Sustainability, offers new dimensions for more deeply informed practice, and proposes avenues for further research in this field.

This book captures the now burgeoning research field of early childhood education for sustainability (ECEfS) and comprises insights from an ever-widening and diverse pool of researchers, who are promoting, engaging, and explaining the latest ECEfS research in the light of local, national, and United Nations global policy directives. With the increasing urgency of global climate disruptions, resource depletions, and biodiversity losses alongside greater human dislocation, the international scope of research and theory in this book provides a comprehensive guide to the role of sustainability in early childhood education, at a time when it is needed more than ever.

Elliott, ÿrlemalm-Hagsér, and Davis have brought together a collection of studies that offer new insights and approaches to ECEfS which challenge dominant narratives surrounding early childhood education and sustainability, including topics such as:

• how diverse worldviews and cultures challenge perceptions of sustainability;
• how bold national early education policies and urgent shifts in teacher education are imperative for driving transformative practices; and,
• how ECEfS curriculum and pedagogy can be incorporated successfully into early years settings.

This book will both inspire researchers and more deeply enable early years? educators to practise sustainability with children, and so will be of great interest to scholars, lecturers, and researchers, as well as undergraduate and postgraduate students, across the increasingly intersecting fields of sustainability and early childhood education.