Full Description
Offering a fresh perspective on sustainability in the realm of Early Childhood Education and Care (ECEC), Promoting Transformative Practices for Sustainability in Early Childhood Education and Care invites educators, policymakers, and researchers to rethink how young children's engagement with sustainability extends beyond nature experiences, promoting a richer, multi-dimensional understanding.
This unique book provides a wider understanding of the relationship between early childhood education and sustainability through a multi-faceted picture of the political, economic, social, cultural and natural dimensions embedded in sustainable policies and practices. Aligning with UNESCO's vision of sustainability, this book recognises the interdependencies between these dimensions, emphasising the importance of addressing intergenerational equity and social justice, especially for children to be prepared for and thrive in a rapidly evolving world. The book is structured in two main sections - the first explores innovative methodologies like sensory ethnography, constructivist Grounded Theory, and critical participatory action research, while offering frameworks for effective education for sustainability (ECEfS); the second part evaluates recent ECEfS projects, focusing on promoting children's rights, agency, and well-being, and highlights how shared leadership and advocacy can drive sustainable futures in ECEC settings.
By combining research-based insights with practical examples, this book is a valuable resource for educators seeking to implement transformative practices in ECEC. Its focus on empowering educators and fostering child-centred advocacy makes it an essential read for those committed to building a sustainable future through early education.
Contents
Introduction
Fabio Dovigo and Şule Alıcı
Part I: Innovative Methodologies in ECEfS
1. Snapshots of Critical Participatory Action Research Based on Undergraduate Research Experience Projects
Şule Alıcı
2. Facilitating a Paradigm Shift in Early Childhood Education for Sustainability through Participatory Design of Outdoor Spaces in Kindergartens
Fabio Dovigo
3. Whole Centre Approaches in ECEfS: Time for Transformative Leadership and Change
Eva Ärlemalm-Hagsér and Sue Elliott
Part II: Evaluating ECEfS Practices through Children's Rights, Agency, and Well-Being
4. Are You a Bird Rescuer?
Ingrid Engdahl, Ingrid Pramling Samuelsson & Susanna Fors
5. Sustainability, Well-Being and Praxis with Children and Students
Nicky Hirst, Aisling Culshaw, Heather J. Ray, Ange Garden
6. Absent and Present Places: Perspectives on Childhood, Nature, and Society in Danish Early Childhood Education for Sustainability
Nanna Jordt Jørgensen, Mia Husted & Katrine Dahl Madsen
Conclusion
Şule Alıcı and Fabio Dovigo
