Quality Education

Living Edition
| Editors: Walter Leal Filho, Anabela Marisa Azul, Luciana Brandli, Pinar Gökcin Özuyar, Tony Wall

Early Childhood Education for Sustainability

  • Jane SpiteriEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-3-319-69902-8_114-1

Definitions

The United Nations (UN) defines a child as any person under age 18 (UN 1989; United Nations Educational, Scientific and Cultural Organization [UNESCO] 2017). Early childhood care and education (ECCE) denotes the education of children from birth till 8 years of age (UNESCO 2017), which could be the starting point for the development of a sustainable society, particularly by embedding early childhood education for sustainability (ECEfS) in early years curricula (Davis 2010; Elliott 2019; UNESCO 2014). ECEfS is transformative, empowering, and participative education around sustainability issues, topics, and experiences via the creation of, and support of, learning communities in ECCE (Davis 2010).

Introduction

While a child is considered to be any person under the age of 18 (UN 1989; UNESCO 2017), early childhood is the period between birth and 8 years of age (UNESCO 2017), unless otherwise stated by national laws. Early childhood is a sensitive period for brain development....

This is a preview of subscription content, log in to check access.

References

  1. Barratt Hacking E, Cutter-Mackenzie A, Barratt R (2013) Children as active researchers. The potential of environmental education research involving children. In: Stevenson RB, Brody M, Dillon J, Wals AEJ (eds) International handbook of research on environmental education. Routledge, New York, pp 438–458Google Scholar
  2. Bronfenbrenner U, Morris PA (2006) The bioecological model of human development. In: Lerner RM, Damon W (eds) Handbook of child psychology. Theoretical models of human development, 6th edn. Wiley, Hoboken, pp 793–828Google Scholar
  3. Center on the Developing Child at Harvard University (2010) The foundations of lifelong health are built in early childhood. http://www.developingchild.harvard.edu. Accessed 1 Aug 2019
  4. Cutter-Mackenzie A (2009) Children as researchers: exploring the possibilities and challenges in environmental education. Paper presented at the 5th World Environmental Education Congress, Montreal, Canada, 10–14 May 2009Google Scholar
  5. Dahlberg G, Moss P, Pence A (2007) Beyond quality in early childhood education and care: languages of evaluation, 2nd edn. Routledge, LondonGoogle Scholar
  6. Davis J (2009) Revealing the research ‘hole’ of early childhood education for sustainability: a preliminary survey of the literature. Environ Educ Res 15(2): 227–241CrossRefGoogle Scholar
  7. Davis J (ed) (2010) Young children and the environment. Early education for sustainability. Cambridge University Press, SydneyGoogle Scholar
  8. Davis J, Elliott S (eds) (2014) Research in early childhood education for sustainability. International perspectives and provocations. Routledge, OxonGoogle Scholar
  9. Devercelli A, Saaverda J (2019) The World Bank’s unwavering commitment to early childhood education. World Bank Blogs. http://blogs.worldbank.org/education/world-bank-s-unwavering-commitment-early-childhood-education. Accessed 14 Sept 2019
  10. Duhn I (2012) Making ‘place’ for ecological sustainability in early childhood education. Environ Educ Res 18(1):19–29CrossRefGoogle Scholar
  11. Easterly W (2015) The SDG should stand for senseless, dreamy, garbled foreign policy. http://foreignpolicy.com/2015/09/28/the-sdgs-are-utopian-and-worthless-mdgs-development-rise-of-the-rest. Accessed 10 Aug 2019
  12. Edwards S, Cutter-Mackenzie A (2011) Environmentalising early childhood education curriculum through pedagogies of play. Australas J Early Childhood 36(1): 51–59CrossRefGoogle Scholar
  13. Elliott S (2019) … on education for sustainability with guest author Dr Sue Elliott. Learning Hub: Early Childhood Australia. http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/04/Learning-Hub%E2%80%94Spend-a-minute-1917.html. Accessed 1 Aug 2019
  14. Elliott S, Davis J (2009) Exploring the resistance: An Australian perspective on educating for sustainability in early childhood. International Journal of Early Childhood, 41 (2), 65–76CrossRefGoogle Scholar
  15. Elliott S, Davis J (2018) Moving forward from the margins: education for sustainability in Australian early childhood contexts. In: Reis G, Scott J (eds) International perspectives on the theory and practice of environmental education: A reader. Switzerland: Springer, 163–178Google Scholar
  16. EURYDICE (2019) Key data on early childhood education and care in Europe: Eurydice report (2019 edition). https://eacea.ec.europa.eu/national-policies/eurydice/content/key-data-early-childhood-education-and-care-europe-%E2%80%93-2019-edition_en. Accessed 2 Aug 2019
  17. Hertzman C (2000) The biological embedding of early experience and its effects on health in adulthood. Ann N Y Acad Sci 896:85–95CrossRefGoogle Scholar
  18. Jickling B, Sterling S (2017) Post sustainability and environmental education: remarking education for the future. Palgrave Macmillan, LondonCrossRefGoogle Scholar
  19. King K (2017) Lost in translation? The challenge of translating the global educational goal and targets into global indicators. Compare 47(6):801–817CrossRefGoogle Scholar
  20. National Scientific Council on the Developing Child (2007) The timing and quality of early experiences combine to shape brain architecture. Working paper #5. Harvard University. http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/wp5/. Accessed 1 Aug 2019
  21. OECD (2017) Starting Strong 2017: key OECD indicators on early childhood education and care. Starting Strong, OECD Publishing, ParisCrossRefGoogle Scholar
  22. OECD (2018) Engaging young children: lessons from research about quality in early childhood education and care. Starting Strong, OECD Publishing, Paris.  https://doi.org/10.1787/9789264085145-en. Accessed 15 Aug 2019CrossRefGoogle Scholar
  23. OMEP (2010) Children – citizens in a challenged world. http://www.327matters.org/Sustainability/Docs/OMEPbroENG.pdf. Accessed 21 Aug 2019
  24. OMEP (2013) Annual report 2013. OMEP, Hong Kong. www.worldomep.org/wp-content/uploads/2013/12/Annual-Report-2013-EN-Sept-revised.pdf. Accessed 1 Aug 2019Google Scholar
  25. Otto S, Pensini P (2017) Nature-based environmental education of children: environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Glob Environ Chang 47:88–94CrossRefGoogle Scholar
  26. Pilcher S, Fox S (2017) State of early learning in Australia 2017. ACT, Canberra. https://d3n8a8pro7vhmx.cloudfront.net/everyonebenefits/pages/73/attachments/original/1504689599/ELEB-Report-web.pdf?1504689599. Accessed 18 Aug 2019Google Scholar
  27. Pramling Samuelsson I (2011) Why we should begin early with ESD: the role of early childhood education. Int J Early Childhood 43(2):103–118. Published online. http://link.springer.com/article/10.1007%2Fs13158-011-0034-x#page-1. Accessed 3 Aug 2019CrossRefGoogle Scholar
  28. Pramling Samuelsson I, Kaga Y (2008) The contribution of early childhood education to a sustainable society. UNESCO, Paris, pp 73–80Google Scholar
  29. Pramling Samuelsson I, Kaga Y (2010) Early childhood education to transform cultures for sustainability. In: Starke L, Mastny L (eds) 2010 State of the world. Transforming cultures. From consumerism to sustainability. A Worldwatch Institute report on progress toward a sustainable society. pp 57–61. http://blogs.worldwatch.org/transformingcultures/wp-content/uploads/2009/11/SOW2010-PreviewVersion.pdf. Accessed 12 Aug 2019
  30. Schleicher A (2019) Helping our youngest to learn and grow: policies for early learning. International Summit on the Teaching Profession. OECD Publishing, Paris.  https://doi.org/10.1787/9789264313873-en. Accessed 10 Aug 2019CrossRefGoogle Scholar
  31. SDSN (2014) Young children as the basis for sustainable development. Issue brief, 18 February 2014, prepared by the Thematic Group on Early Childhood Development, Education, and Transition to Work. http://unsdsn.org/wp-content/uploads/2014/02/ECD-Brief1.pdf. Accessed 1 Aug 2019
  32. Sharma A, Bhandary RR, Lebada A, Nyigi DW (2019) Summary of the 2019 meeting of the high-level political forum on sustainable development: 9–19 July 2019. Earth Negotiations Bulletin: A Reporting Service for Environmental Development Negotiations 33(5):1–21. http://enb.iisd.org/download/pdf/enb3355e.pdf. Accessed 24 Aug 2019
  33. Siraj-Blatchford J (2009) Editorial: education for sustainable development in early childhood. Int J Early Childhood 41(2):9–22CrossRefGoogle Scholar
  34. Siraj-Blatchford J, Pramling Samuelsson I (2015) Education for sustainable development in early childhood care and education: a UNESCO background paper. Research.  https://doi.org/10.13140/RG.2.1.3197.2564. https://www.researchgate.net/publication/283152509_Education_for_Sustainable_Development_in_Early_Childhood_Care_and_Education_A_UNESCO_Background_Paper. Accessed 5 Aug 2019
  35. Siraj-Blatchford J, Smith K, Pramling Samuelsson I (2010) Education for sustainable development in the early years. Organisation Mondiale Pour l’Education Prescolaire (OMEP), GöteborgGoogle Scholar
  36. Somerville M, Williams C (2015) Sustainability education in early childhood: an updated review of research in the field. Contemp Issues Early Child 16(2):102–117CrossRefGoogle Scholar
  37. Spiteri J (2016) Young children’s perceptions of environmental sustainability: a Maltese perspective. Unpublished PhD thesis, The University of EdinburghGoogle Scholar
  38. Spiteri J (2018) Why we should start early with ESD for lifelong learning. In: Leal Filho W, Mifsud M, Pace P (eds) Handbook of lifelong learning for sustainable development. World sustainability series. Springer, Cham, 109–128Google Scholar
  39. UN (1989) Convention on the rights of the child. Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 entry into force 2 September 1990, in accordance with article 49. United Nations High Commissioner for Human Rights, Geneva. http://www.ohchr.org/en/professionalinterest/pages/crc.aspx. Accessed 8 Aug 2019Google Scholar
  40. UN (2006) Convention on the rights of the child. General comment No. 7 (2005). Implementing child rights in early childhood. Committee on the Rights of the Child (CRC/C/GC/7/Rev.1). http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/GeneralComment7Rev1.pdf. Accessed 4 Aug 2019
  41. UNCED (1992) Earth Summit. Agenda 21. The Rio Declaration on environment and development. United Nations Conference on Environment and Development (UNCED), promoting education and public awareness and training, 3–14 June, Rio de Janeiro, Brazil. http://www.un.org/esa/dsd/agenda21/index.shtml. Accessed 7 Aug 2019
  42. UNECE (2005) UNECE strategy for education for sustainable development, adopted at the high-level meeting. High-level meeting of Environment and Education Ministries (Vilnius, 17–18 March 2005) (Agenda items 5 and 6). United Nations Economic Commission for Europe, GenevaGoogle Scholar
  43. UNESCO (1990) World declaration on education for all and framework for action to meet basic learning needs. Thailand: Jomtien. Paris: UNESCOGoogle Scholar
  44. UNESCO (2008) The Gothenburg recommendations on education for sustainable development. Adopted November 12, 2008. University of Gothenburg, Sweden. http://www.wwf.se/source.php/1234157/Goteborgsrekommendationerna.pdf. Accessed 1 Aug 2019Google Scholar
  45. UNESCO (2010) World conference on early childhood care and education (ECCE): building the wealth of nations. Moscow framework for action and cooperation: harnessing the wealth of nations, 27–29 September 2010. The Russian Federation, Moscow. http://www.unesco.de/fileadmin/medien/Bilder/Bildung/WCECCE_MoscowPlanOfAction.pdf. Accessed 16 Aug 2019
  46. UNESCO (2013) Education for sustainable development (ESD): a sound investment to accelerate African development. https://en.unesco.org/events/education-sustainable-development-esd-sound-investment-accelerate-african-development. Accessed 16 Aug 2019
  47. UNESCO (2014) Shaping the future we want. UN decade for education for sustainable development (2005–2014). Final report. UNESCO, Paris. http://unesdoc.unesco.org/images/0023/002301/230171e.pdf. Accessed 9 Aug 2019Google Scholar
  48. UNESCO (2015) Transforming our world: the 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/post2015/transformingourworld. Accessed 16 Aug 2019
  49. UNESCO (2016a) Education for people and planet: creating sustainable futures for all. http://unesdoc.unesco.org/images/0024/002457/245752.pdf. Accessed 17 Aug 2019
  50. UNESCO (2016b) Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all. https://unesdoc.unesco.org/ark:/48223/pf0000245656. Accessed 19 Aug 2019
  51. UNESCO (2017) Early childhood care and education. United Nations Educational, Scientific and Cultural Organization. http://en.unesco.org/themes/early-childhood-care-and-education. Accessed 16 Aug 2019
  52. UNICEF (2013) Sustainable development starts and ends with safe, healthy and well-educated children. A post-2015 world fit for children. http://www.unicef.org/parmo/files/SD_children_FINAL(1).pdf. Accessed 20 Aug 2019
  53. Woodhead M (2006) Changing perspectives on early childhood: theory, research and policy. Int J Equity Innov Early Childhood 4(2):1–43Google Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.The University of MaltaMsidaMalta

Section editors and affiliations

  • Umesh Chandra Pandey
    • 1
  1. 1.Indira Gandhi National Open University, Regional CentreBhopalIndia