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Description
This open access book, in an era defined by an interplay of environmental, societal, and economic challenges collectively termed the polycrisis , the growing role of Early Childhood Education and Care (ECEC) emerges as a pivotal yet underappreciated element. Inspired by recent scholarship on crisis and sustainable futures, this volume advocates for a nuanced understanding of the polycrisis as not merely a cluster of crises to be resolved but as a multifaceted opportunity for profound introspection and a transformative reorientation of thought and action. The authors posit a reimagined role for ECEC in the landscape of sustainable development, underscoring the rich insights offered by children and the transformative power embedded within early educational methodologies.
Throughout its five sections, this book proposes a new perspective, viewing the polycrisis not just as problems to be solved, but as opportunities for deep reflection and a shift in our ways of thinking and acting. It redefines ECEC's role in sustainable development by recognizing the unique insights of children and the transformative power of early childhood education. The volume goes beyond the traditional approach to global challenges, highlighting the lack of focus on children's viewpoints in addressing long-term sustainability. It brings forward innovative concepts from diverse fields such as Artificial Intelligence Contributions, Collaborative Contributions Intergenerational Contributions, Environmental Contributions, and Indigenous Contributions Integrating collaborative, environmental, intergenerational, and indigenous insights interspersed with insights from emerging technologies in early childhood education and care fosters transformative wisdom. These intersecting bodies of knowledge create inclusive, holistic pedagogical practices that contribute towards creating sustainable futures for all generations.
Ultimately, the book aims to reveal principles and ideas that will transform ECEC practices, focusing on the well-being of both children and the environment. It seeks to integrate wisdom as an essential element in achieving sustainability, by embracing the dialectics of the polycrisis as catalysts for deeper understanding as well as innovative action.
Kindergarten as an Arena for Cultural Formation: A theoretical framework for designing research as a response to polycrises.- Changing Teaching Roles through Workshops in Early Childhood Teacher Education in Norway.- EX-PED-LAB Workshops and The Courage to Co-Create.- Economic sustainability and the development of financial literacy using the game Monopoly?.- Pedagogical Innovation and Its Enemies: Prospects from Technology and AI.- Kapwa as Pedagogy: Regenerating.- Indigenous Filipino Relationality in Early Childhood Education and Care.- Lessons from Indigenous communities in Brazil: Insights for early childhood education in face of the polycrisis.- Troubles, enchantments, and ethical responsibilities in inter-creature relationships: Children and educators welcoming indigenous knowledges and care.- Museums as a matter of intergenerational worldcare and sustainable social change.- Intergenerational Co-Creations in a Norwegian Village: Weaving Belonging Through Music and Heritage.- Caring in the Play Middles: Mood, Affect, and the Relational Work of Intergenerational Play.- Multiparty Dialogue and Emergent Science: Enabling Child Agency in Outdoor Science Conversations.- Kindergarten as an agent for a sustainable community: Perspectives and wisdom gained from an international collaboration.- Sustainable intelligence and wisdom during outdoor play among children in a Norwegian Nature Kindergarten.- Early Childhood Education for Sustainability: Empowering Toddlers Ecological Wisdom in a Polycrisis Context.- Ambiguity of Disgust in Foraging-related Activities in Early Childhood Education for Sustainability.- Towards Industry 5.0: Problems and Prospects of Artificial Intelligence in Early Childhood Education and Care.- Artificial Intelligence and Technology-Enhanced Toys in Early Childhood Education: opportunities and challenges for play and learning.- Caring in the Age of the Polycrisis: Relevance Realization, AI, and the Future of Early Childhood Education.- Embracing Uncertainties: Towards Pedagogies of Critical Hope in Early Childhood Education and Care.
