Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives

Article


Hill, Allen, Emery, Sherridan, Nailon, Di, Dyment, Janet, Getenet, Seyum, McCrea, Nadine and Davis, Julie M.. 2014. "Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives." Australasian Journal of Early Childhood. 39 (3), pp. 14-22.
Article Title

Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives

ERA Journal ID20168
Article CategoryArticle
AuthorsHill, Allen (Author), Emery, Sherridan (Author), Nailon, Di (Author), Dyment, Janet (Author), Getenet, Seyum (Author), McCrea, Nadine (Author) and Davis, Julie M. (Author)
Journal TitleAustralasian Journal of Early Childhood
Journal Citation39 (3), pp. 14-22
Number of Pages9
Year2014
Place of PublicationAustralia
ISSN0312-5033
Web Address (URL)https://journals.sagepub.com/doi/10.1177/183693911403900303
Abstract

The development of early Childhood Education for Sustainability (ECEfS) practices with young children from birth to eight years is an emerging area in academic and professional literature. ECEfS practices reflect growing awareness of the imperative for twenty-first century societies to respond to the pressures of unsustainable patterns of living. This article contributes to the growing area of ECEfS research by exploring sustainability conceptualisations and practice initiatives as reported by early childhood teachers, educators, pre-service educators and parents in Tasmania. We do this by analysing data collected from participants who attended ECEfS professional learning workshops, entitled Living and learning about sustainability in the early years. Findings show that environmental (nature/natural) aspects of sustainability dominate these adults’ practice initiatives and understandings. While many of the reported educational initiatives are to be celebrated, the authors contend that there is much work to be done to extend thinking and practice beyond the natural/environmental dimension in order to embrace holistic notions of sustainability incorporating social, economic and political dimensions.

ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
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Byline AffiliationsUniversity of Tasmania
University of New England
Queensland University of Technology
Institution of OriginUniversity of Southern Queensland
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