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This book offers a perspective on Education for Sustainable
Development in Early Childhood (ESDEC) that is far removed from the
'business as usual' notion of an extended, predominantly
environmental, educational curriculum for preschools. It presents a
vision of sustainable development that has relevance to Early
Childhood Care and Education (ECCE) from birth to school; it is
relevant as much to homes, family support and health settings as it
is to educational settings, and is as much concerned with health
and wellbeing as with education. The book provides a perspective
that is fundamentally embedded in notions of interdependency. It
places an emphasis upon the importance of recognising the
interdependency of peoples within and between nation states; the
ecological interdependencies of the natural world; of humanity and
nature; and most significantly the interdependency of adults and
children. These emphases have their origins in the grassroots
studies included in the ten chapters representing countries from
around the world. The book reflects the idea that only global
solutions and initiatives are capable of addressing the global
challenges of climate change, environmental pollution, and global
threats to ecological systems and biodiversity.
This unique book explores research related to education for
sustainability within early childhood education in the United
Kingdom. Divided into the four home nations, it examines what
education for sustainability looks like in practice, discusses the
different application and positions of each region, and considers
the contribution of early childhood education to support the
Sustainable Development Goals. Each chapter considers the relevant
early years framework and includes associated case studies which
highlight connections between statutory guidance, policy and
positive early years pedagogical practice. The authors use an
education for sustainability lens to explore the critical issues
and explicit and implicit links embedded in each of the curricula
frameworks. Each chapter acknowledges the context of outdoor
learning with discussion related to different interpretations of
ecological sustainability. This exploration should help readers to
consider the idea of sustainability within early childhood
education. The book considers early childhood education as a
distinct and valuable phase beyond the readiness for school
discourse and recognises the importance of having skilful and
knowledgeable adults to work with young children from birth. It
offers a unique resource for students, practitioners, leaders and
researchers engaged in the study of education for sustainability in
early childhood and the importance of the early years for the
development of life-long pro-environmental attitudes.
This book offers a perspective on Education for Sustainable
Development in Early Childhood (ESDEC) that is far removed from the
'business as usual' notion of an extended, predominantly
environmental, educational curriculum for preschools. It presents a
vision of sustainable development that has relevance to Early
Childhood Care and Education (ECCE) from birth to school; it is
relevant as much to homes, family support and health settings as it
is to educational settings, and is as much concerned with health
and wellbeing as with education. The book provides a perspective
that is fundamentally embedded in notions of interdependency. It
places an emphasis upon the importance of recognising the
interdependency of peoples within and between nation states; the
ecological interdependencies of the natural world; of humanity and
nature; and most significantly the interdependency of adults and
children. These emphases have their origins in the grassroots
studies included in the ten chapters representing countries from
around the world. The book reflects the idea that only global
solutions and initiatives are capable of addressing the global
challenges of climate change, environmental pollution, and global
threats to ecological systems and biodiversity.
This unique book explores research related to education for
sustainability within early childhood education in the United
Kingdom. Divided into the four home nations, it examines what
education for sustainability looks like in practice, discusses the
different application and positions of each region, and considers
the contribution of early childhood education to support the
Sustainable Development Goals. Each chapter considers the relevant
early years framework and includes associated case studies which
highlight connections between statutory guidance, policy and
positive early years pedagogical practice. The authors use an
education for sustainability lens to explore the critical issues
and explicit and implicit links embedded in each of the curricula
frameworks. Each chapter acknowledges the context of outdoor
learning with discussion related to different interpretations of
ecological sustainability. This exploration should help readers to
consider the idea of sustainability within early childhood
education. The book considers early childhood education as a
distinct and valuable phase beyond the readiness for school
discourse and recognises the importance of having skilful and
knowledgeable adults to work with young children from birth. It
offers a unique resource for students, practitioners, leaders and
researchers engaged in the study of education for sustainability in
early childhood and the importance of the early years for the
development of life-long pro-environmental attitudes.
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