Education for sustainable development in early childhood education: a review of the research literature

• Published in: Environmental education research Vol. 21; no. 7; pp. 975 - 990
• Main Authors: Hedefalk, Maria, Almqvist, Jonas, Östman, Leif
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.10.2015; Taylor & Francis Ltd
• Subjects: Analysis; Change Agents; child; Curriculum Studies; Definitions; Didaktik; Early Childhood Education; ECE; Education; Educational Practices; Educational Research; Environmental Education; ESD; Inquiry; Knowledge Base for Teaching; Literature Reviews; Program Implementation; Researchers; Sustainability; Sustainable Development; Teaching; Teaching Methods; Young Children
• ISSN: 1350-4622; 1469-5871; 1469-5871
• DOI: 10.1080/13504622.2014.971716

The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996-2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to sustainability? Our analysis identified two different definitions of ESD: first, as a threefold approach to education based on questions concerning education about, in and for the environment; and, second, as an approach to education that includes three interrelated dimensions: economic, social and environmental. Two major research areas are identified in this study. The first area relates to how teachers understand ESD, while the second area focuses on how ESD can be implemented in educational practice. During the period studied, the research has evolved from teaching children facts about the environment and sustainability issues to educating children to act for change. This new approach reveals a more competent child who can think for him- or herself and make well-considered decisions. The decisions are made by investigating and participating in critical discussions about alternative ways of acting for change.