Abstract
This chapter provides a review of the historical accomplishments and the current challenges for Education for Sustainable Development (ESD) in early childhood in the Portugal. Specific references are made to progress being made with regard to environmental education, economic education and education for social equity. The chapter also reports on the research trials carried out using the Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC) instrument that was developed by the authors in collaboration with international colleagues in the World Organisation for Early Childhood Education (OMEP).
The chapter includes a brief account of the modern education movement (MEM) pedagogy applied in many Portuguese schools and preschools. A number of features of MEM-ESD preschool practices often demonstrate substantial pedagogic potential and may be considered of significant international interest as a model for delivering ESD in a more holistic and intergenerational manner. A number of adaptations of the ERS-SDEC are made, but it was found that the instrument promoted the adoption of a wider understanding of ESD by the teachers.
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Folque, A., Oliveira, V. (2016). Education for Sustainable Development in Portugal. In: Siraj-Blatchford, J., Mogharreban, C., Park, E. (eds) International Research on Education for Sustainable Development in Early Childhood. International Perspectives on Early Childhood Education and Development, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-42208-4_8
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