Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

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Author(s): Hazel R. Wright (Anglia Ruskin University, UK), Paulette Luff (Anglia Ruskin University, UK)and Opeyemi Osadiya (Anglia Ruskin University, UK)
Copyright: 2020
Pages: 22
Source title: International Perspectives on Modern Developments in Early Childhood Education
Source Author(s)/Editor(s): Cristina A. Huertas-Abril (University of Córdoba, Spain)and María Elena Gómez-Parra (University of Córdoba, Spain)
DOI: 10.4018/978-1-7998-2503-6.ch015

Keywords: Education / Information Science Reference / Instructional Design / K-12 Education

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Abstract

It is important to introduce ideas and practices to encourage young children to act sustainably so that this becomes habitual and continues in adulthood. An examination of global developments for environmental action provides a context for a more specific focus on work in early years contexts, which, it is noted, most commonly originates in Australia and Scandinavia. The UK is active but lagging behind their lead, relying on pockets of activity in certain university and nursery centres. Noting, also, a need to train staff to teach young children sustainable behaviours, how this can be done is illustrated through an action research project that helped a playgroup to establish a wildlife garden where children could learn about and care for plants and animals. Returning to the broader global picture, the chapter concludes by stressing the need for joint adult-child action to protect the planet in/on which all humans live.

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Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

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