Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16318
Title: Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives
Contributor(s): Hill, Allen (author); McCrea, Nadine L  (author); Emery, Sherridan (author); Nailon, Diane (author); Dyment, Janet E (author); Davis, Julie M (author); Getenet, Seyum (author)
Publication Date: 2014
Handle Link: https://hdl.handle.net/1959.11/16318
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.
Publication Type: Journal Article
Source of Publication: Australasian Journal of Early Childhood, 39(3), p. 14-22
Publisher: Early Childhood Australia Inc
Place of Publication: Australia
ISSN: 1836-9391
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130102 Early Childhood Education (excl Maori)
130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390307 Teacher education and professional development of educators
390305 Professional education and training
390302 Early childhood education
390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930201 Pedagogy
930202 Teacher and Instructor Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.earlychildhoodaustralia.org.au/our-publications/australasian-journal-early-childhood/index-abstracts/ajec-vol-39-3-september-2014/exploring-adults-work-young-children-conceptualise-sustainability-describe-practice-initiatives/
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