Please use this identifier to cite or link to this item:
Title: Gaps and challenges informing professional learning about early childhood education for sustainability
Contributor(s): Elliott, Sue  (author); McCrea, Nadine L  (author)
Publication Date: 2015
Handle Link:
Abstract: The early childhood education field has a history of active engagement with social justice and equity issues; yet, sustainability as an intergenerational equity and social justice issue of significant concern has only recently come to the fore for many educators. The Australian early childhood education community is on a steep learning curve to address policy changes which introduced sustainability into a National Quality Standard from 2011 (Australian Children's Education and Care Quality Authority [ACECQA], 2013). This article draws on data from a consultative project funded by the New South Wales (NSW) Office of Environment and Heritage Environmental Trust (OEH ET, referred to as The Trust), managed by the NSW Early Childhood Environmental Education Network (ECEEN) and led by University of New England academics. Early childhood educators consulted during the project expressed a need to "demystify sustainability" and sought ways to translate sustainability knowledge, understandings and beliefs, into authentic pedagogical practice. They also identified that any professional learning opportunities ought to be well-targeted and responsive to the diverse demographics of early childhood educators as a professional group. Against this backdrop, we identify gaps, challenges and opportunities for educators' professional learning about early childhood education for sustainability (ECEfS).
Publication Type: Journal Article
Source of Publication: The Social Educator, 33(3), p. 17-28
Publisher: Social Educators Association of Australia
Place of Publication: Carlton, Australia
ISSN: 1328-3480
Field of Research (FOR): 130299 Curriculum and Pedagogy not elsewhere classified
130313 Teacher Education and Professional Development of Educators
130102 Early Childhood Education (excl. Maori)
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Statistics to Oct 2018: Visitors: 141
Views: 322
Downloads: 0
Appears in Collections:Journal Article

Files in This Item:
2 files
File Description SizeFormat 
Show full item record

Page view(s)

checked on Feb 6, 2019
Google Media

Google ScholarTM


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.