Abstract
This article was written in the midst of extreme weather events and bushfires that are again reminding Australians that climate change is real; neither politicians, nor early childhood educators can ignore the imperative of sustainability. As I and others have advocated (Davis, 2010), there is a unique opportunity in early childhood settings to culturally embed 'thinking, acting and relating' (Kemmis, 2009) for sustainability as integral to early childhood education. Children, educators and families must be active, empowered and collaborative participants in change towards more sustainable ways of being with the Earth.
| Original language | English |
|---|---|
| Pages | 10-11 |
| Volume | 20 |
| No. | 1 |
| Specialist publication | Every Child |
| Publication status | Published - 2014 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education -
SDG 13 Climate Action
Keywords
- Early Childhood Education (excl Maori)
- Curriculum and Pedagogy Theory and Development
- Teacher Education and Professional Development of Educators
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