Editorial: Education for Sustainable Development in Early Childhood

2009 ◽  
Vol 41 (2) ◽  
pp. 9-22 ◽  
Author(s):  
John Siraj-Blatchford
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Education For Sustainable Development

scholarly journals Belief system of future teachers on Education for Sustainable Development in math classes

Uniciencia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 1-30
Author(s):  
Claudia Vásquez ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Belief System ◽  
Education For Sustainable Development ◽  
Mathematical Education ◽  
Childhood Education ◽  
Interpretative Approach

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

Early Childhood Play With Reclaimed Resources

2019 ◽  
pp. 166-185
Author(s):  
Hazel R. Wright ◽  
Paulette Luff ◽  
Cahide Sevgi Emre
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Young Children ◽  
Environmental Awareness ◽  
Education For Sustainable Development ◽  
Early Years ◽  
Small Scale ◽  
Childhood Play ◽  
European Heritage ◽  
Play Materials

Sustainable play practices offer many benefits to young children, developmental and cultural, and these are examined in an English context. The authors claim a shared European heritage for children's play practices; one that has been eroded with the commodification of play materials, the manufacture of commercial toys and games accessible only to the wealthy child. After demonstrating the value of education for sustainable development, the chapter considers how reclaimed resources can be used to promote this end. It discusses a small-scale research project that visited four English early years settings to see whether and how the staff followed sustainable principles. It was found that the approaches of the four settings varied considerably, using resources that spanned the spectrum from commercial to natural, and concluded that more should/could be done to encourage play with reclaimed materials to set children on the path to greater environmental awareness and intercultural harmony.

Early Childhood Play With Reclaimed Resources

2018 ◽  
pp. 164-183 ◽  
Author(s):  
Hazel R. Wright ◽  
Paulette Luff ◽  
Cahide Sevgi Emre
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Young Children ◽  
Environmental Awareness ◽  
Education For Sustainable Development ◽  
Early Years ◽  
Small Scale ◽  
Childhood Play ◽  
European Heritage ◽  
Play Materials

Sustainable play practices offer many benefits to young children, developmental and cultural, and these are examined in an English context. The authors claim a shared European heritage for children's play practices; one that has been eroded with the commodification of play materials, the manufacture of commercial toys and games accessible only to the wealthy child. After demonstrating the value of education for sustainable development, the chapter considers how reclaimed resources can be used to promote this end. It discusses a small-scale research project that visited four English early years settings to see whether and how the staff followed sustainable principles. It was found that the approaches of the four settings varied considerably, using resources that spanned the spectrum from commercial to natural, and concluded that more should/could be done to encourage play with reclaimed materials to set children on the path to greater environmental awareness and intercultural harmony.

scholarly journals Education for sustainable development in early childhood education in Finland

2013 ◽  
Vol 15 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Jyrki Reunamo ◽  
Liisa Suomela
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Tree Model ◽  
Specific Content ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

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