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Early Childhood Education for Sustainability offers an interdisciplinary perspective on early childhood education for sustainability, linking to research, practice and policy developments, in responding to the growing concerns about the environmental, economic, social and political crises in the 21st century.
Promising a pathbreaking dive into practice, research and policy developments into sustainable developments in early childhood education and care, author Fengling Tang takes an interdisciplinary approach to sustainability by engaging with a wide range of perspectives and approaches including ancient philosophies, early childhood heritage such as a Froebelian perspective, spirituality, environmental activism, social justice, democratic education, and the Posthuman new materialist lens. Drawing on multiple research methods via documentary research, empirical research evidence from early childhood settings including England and China, and a dialogic approach to personal experience and professional reflections, the chapters invite creative critical engagement of readers with the important aspects around sustainability.
Exploring the critical need to explore alternative thinking and approaches to maintain and sustain human well-being and wellbeing of the planet earth in the 21st century, this is important reading for students in higher education, practitioners, researchers, policy makers and stakeholders in the early childhood context and beyond.
Fengling Tang is a Senior Lecturer in Early Childhood Studies at the Centre for Educational Research, School of Education, Froebel College, University of Roehampton, UK.
Introduction: An interdisciplinary perspective on sustainability
Chapter 1. Urgency of early childhood education for sustainability: A policy perspective
Chapter 2. Engagement with nature in early childhood heritage: A Froebelian approach
Chapter 3. Materiality of play and ecology of care and love
Chapter 4. Nurturing children’s spiritual development in early childhood context
Chapter 5. ‘Storymaking’: A collective pedagogical approach to developing young children’s sense of environmental and social justices
Chapter 6. Entangling ‘child-centredness’: An imaginary conversation between early childhood pioneers
Chapter 7. The role of a democratic critical pedagogy in facilitating students’ transformative learning experiences: Education for sustainability in higher education
Chapter 8. Environmental activism and community engagement: Education for sustainability in the 21st century
Chapter 9. Honouring the past, living in the present, hoping with the future