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Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

Hazel R. Wright, Paulette Luff, Opeyemi Osadiya
Copyright: © 2020 |Pages: 22
ISBN13: 9781799825036|ISBN10: 1799825035|ISBN13 Softcover: 9781799825043|EISBN13: 9781799825050
DOI: 10.4018/978-1-7998-2503-6.ch015
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MLA

Wright, Hazel R., et al. "Thoughts on Why and How to Promote Sustainable Practices in Early Years Education." International Perspectives on Modern Developments in Early Childhood Education, edited by Cristina A. Huertas-Abril and María Elena Gómez-Parra, IGI Global, 2020, pp. 272-293. https://doi.org/10.4018/978-1-7998-2503-6.ch015

APA

Wright, H. R., Luff, P., & Osadiya, O. (2020). Thoughts on Why and How to Promote Sustainable Practices in Early Years Education. In C. Huertas-Abril & M. Gómez-Parra (Eds.), International Perspectives on Modern Developments in Early Childhood Education (pp. 272-293). IGI Global. https://doi.org/10.4018/978-1-7998-2503-6.ch015

Chicago

Wright, Hazel R., Paulette Luff, and Opeyemi Osadiya. "Thoughts on Why and How to Promote Sustainable Practices in Early Years Education." In International Perspectives on Modern Developments in Early Childhood Education, edited by Cristina A. Huertas-Abril and María Elena Gómez-Parra, 272-293. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2503-6.ch015

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Abstract

It is important to introduce ideas and practices to encourage young children to act sustainably so that this becomes habitual and continues in adulthood. An examination of global developments for environmental action provides a context for a more specific focus on work in early years contexts, which, it is noted, most commonly originates in Australia and Scandinavia. The UK is active but lagging behind their lead, relying on pockets of activity in certain university and nursery centres. Noting, also, a need to train staff to teach young children sustainable behaviours, how this can be done is illustrated through an action research project that helped a playgroup to establish a wildlife garden where children could learn about and care for plants and animals. Returning to the broader global picture, the chapter concludes by stressing the need for joint adult-child action to protect the planet in/on which all humans live.

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