ABSTRACT
The purpose of this paper is to introduce eco-literacy education practices in early childhood education. This is based on being able to increase the chances of children to understand the crisis that exists in the future, by being positive about ecological issues, and helping them to make the transition to a sustainable way of life. In this study, a literature study of various sources was conducted related to eco-literacy learning in children of early age. The results of the literature study show that learning in early childhood can be used as a first step to introduce eco-literacy by using approaches that are appropriate to the stages of children’s cognitive development, namely through habituation to daily activities, and through real applications in the surrounding environment. The results of this paper can be used as study material and an information source on how to practice eco-literacy education
