Early Childhood Education and Care for Sustainability: International Perspectives, 1st Edition (Paperback) book cover

Early Childhood Education and Care for Sustainability

International Perspectives, 1st Edition

Edited by Valerie Huggins, David Evans


166 pages

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pub: 2017-11-09
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This innovative and timely book explores issues and concerns surrounding Education for Sustainable Development in early childhood, providing a range of perspectives on how we can live and promote more healthy, just and sustainable lives. It examines the professional responsibility of Early Years practitioners to embed sustainability into their everyday practice and to ensure that young children are acquiring the knowledge and skills they need to become effective agents of change, committed problem-solvers and system-thinkers.

Bringing together international examples of best practice, drawing on cutting-edge research, and providing an array of practical examples, chapters focus on issues such as:

  • the historical context of Early Education for Sustainability
  • complexities and challenges involved in implementing sustainable approaches
  • encouraging children to contribute to an enabling society
  • adopting environmentally sustainable approaches in Early Years settings
  • the future of sustainability in Early Years education.

This book offers essential support to Early Years educators, practitioners and students who are key players in shaping the fundamental attitudes and beliefs of our planet’s future citizens, enabling them to assume their responsibilities, now and in the future, in regard to environmental, social and economic sustainability.

Table of Contents

Preface: Janet Moyles and & Jane Payler Foreword: Professor John Siraj-Blatchford Chapter 1: Introduction David Evans & Valerie Huggins Chapter 2: Early Childhood Education and Care for Sustainability – historical context and current challenges Eva Ärlemalm-Hagsér & Ingrid Pramling Samuelson Chapter 3: Towards a Pedagogy of Hope Paul Warwick, Alice Warwick and Kate Nash Chapter 4: The Place of Expressive Arts in Early Childhood Education and Care for Sustainability Paulette Luff Chapter 5: Nestling into the World: The Importance of Place and Mutuality in the Early Years Alun Morgan & Sue Waite Chapter 6: Yes we can! Young children learning to contribute to an enabling society Maria Assuncio Folque Chapter 7: Education for Sustainability in the Hungarian Kindergartens Anikó Nagy Varga, Balázs Molnár, Sándor Pálfi, Sándor Szerepi Chapter 8: Complexities in Implementing Early Childhood Education for Sustainability in a Majority World context Valerie Huggins Chapter 9: The Contribution of Forest School to Early Childhood Education for Sustainability by Sara Knight & Paulette Luff Chapter 10: Sustainable Leadership in the Early Years Jan Georgeson Chapter 11: Designing environmentally sustainable multimodal provocations for early years learning environments Sandra Hesterman Chapter 12 : Looking Forward: the future development of ECECfS under the SDGs Lucien Georgeson Afterword: David Evans

About the Editors

Valerie Huggins is Associate Director for Teaching and Learning and Associate Professor in Early Childhood Studies at the Institute of Education, Plymouth University, UK.

David Evans retired as Principal Lecturer and Director of the Integrated Masters Programme at Plymouth University, UK. He is currently involved in ECE curriculum development in Majority World contexts.

About the Series


Research informed professional development for the early years
The books in this series each focus on a different aspect of research in early childhood which has direct implications for practice and policy. They consider the main research findings which should influence practitioner thinking and reflection and help them to question their own practice alongside activities to deepen knowledge and extend understanding of the issues. Readers will benefit from clear analysis, critique and interpretation of the key factors surrounding the research as well as exemplifications and case studies to illustrate the research-practice or research-policy links. Supporting the development of critical reflection and up to date knowledge, the books will be a core resource for all those educating and training early years practitioners.

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