Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22975
Title: Moving Forward from the Margins: Education for Sustainability in Australian Early Childhood Contexts
Contributor(s): Elliott, Sue  (author); Davis, Julie (author)
Publication Date: 2018
DOI: 10.1007/978-3-319-67732-3_12
Handle Link: https://hdl.handle.net/1959.11/22975
Abstract: The early childhood years are regarded as the most significant period for human development. Yet, education investments in environmental education (EE)/ education for sustainability (EfS) have been largely overlooked in the early years. This chapter offers an analysis of early childhood education for sustainability (ECEfS) theory and practice in Australia - recognised as a leader in ECEfS. It draws on historical and international contexts, key theoretical perspectives and policy directions informing broader uptake. We believe the Australian experience with ECEfS offers pointers for other parts of the world looking to ramp up their ECEfS activities.
Publication Type: Book Chapter
Source of Publication: International Perspectives on the Theory and Practice of Environmental Education: A Reader, v.3, p. 163-178
Publisher: Springer International Publishing
Place of Publication: Cham, Switzerland
ISBN: 9783319677316
9783319677323
Field of Research (FOR): 130299 Curriculum and Pedagogy not elsewhere classified
130102 Early Childhood Education (excl. Maori)
Socio-Economic Outcome Codes: 930501 Education and Training Systems Policies and Development
930202 Teacher and Instructor Development
HERDC Category Description: B1 Chapter in a Scholarly Book
Series Name: Environmental Discourses in Science Education
Series Number : 3
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Appears in Collections:Book Chapter
School of Education

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