Siraj-Blatchford, John

Samuelsson, Ingrid Pramling

Education for sustainable development in the early years.

London

2014

9780415630412

9780415630429

It is now widely recognised that humanity faces urgent problems affecting local, regional and global environments, and social and economic development. The Earth′s limited natural resources are being consumed more rapidly than they are being replaced, and the effects of global warming upon ecological balance and bio-diversity are well known. Rising sea levels threaten millions in less developed nations. The implications in terms of migration, increasing poverty, the supply of food and upon human health and security are extremely serious. The goals of the United Nations Decade of Education for Sustainable Development (2005-2014, DESD), are therefore to integrate the principles, values, and practices of sustainable development into all aspects of education and learning. Sustainable Development is widely understood as a form of development which meets the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987). Sustainable Development may therefore be considered to represent an attempt to provide equity with, to, and for, future generations (Speth, 2008). This recognition serves to highlight the crucial role that is to be played by early childhood professionals. As soon as we recognise that the world population group with the greatest stake in the future are children, that it is their future that depends upon it 1 , then the matter becomes a citizenship issue and a question of rights. If we consider ourselves advocates for young children then we have a special responsibility to promote this subject. Many of the most fundamental values of tomorrow′s society are also being formed in early childhood contexts today. Early Childhood Education therefore has a major role to play in achieving sustainable development. But if we are to collaborate in the development of a more sustainable future, and in developing an Education for Sustainable Development (ESD) in Early Childhood, then we must develop some common understanding of ESD and we must work together to achieve it.

Introduction; 1. An Introduction to Education for Sustainable Development; 2. Child Development and Learning for Sustainability); 3. A Sustainable Curriculum for Early Childhood; 4. Appropriate Pedagogies for Sustainable Development; 5. The International Policy Context; 6. The Environmental Pillar; 7. The Social and Cultural Pillar; 8. The Economic Pillar; 9. Developing good practice: The Way Forward; References Further Reading and Support; Summaries and Contact Details for Supporting Agencies