Examining curriculum policy and pedagogy across borders: Re-imagining socially transformative learning in early childhood education

Abstract

The global impacts of climate change have dire consequences for young children and they are most at risk from the failure of current generations to envision sustainable futures both with and for them. It is apparent internationally that early childhood curriculum policy and pedagogy has not kept pace with the now pressing demands of global sustainability; and here, we offer insights from across the borders of our four countries. The early childhood years are a critical period for environmental and sustainability education and strong approaches are essential for promoting sustainable worldviews and socio-ecological knowledges. In this chapter we engage in an international dialogue to examine and critique curriculum policy and pedagogy in the United States of America, Australia, Korea and Sweden. The 'Decade of Education for Sustainable Development' reports have identified the key role of early childhood education here; and, now we re-imagine the possibilities for socially transformative learning in early childhood education. We examine curriculum policy and pedagogy and explore ways to rethink early childhood education for envisioning a sustainable future. Further, we discuss how our respective countries might accelerate the cultural embedding of environmental and sustainability education as a whole institution approach in early childhood education.