Gaps and challenges informing professional learning about early childhood education for sustainability

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).