ABSTRACT
As a prelude to introducing several newcomers to this second volume, this chapter offers a synopsis and update on most of the countries represented in first volume of this publication. Contributing authors to the first volume reported on early childhood education for sustainability (ECEfS) research in a range of economic, political and socio-cultural contexts. The countries represented included Australia, Japan, South Korea, New Zealand, Norway, Sweden, Singapore, the United Kingdom and the United States of America. As early adopters and/or leaders in ECEfS, we now revisit most of these countries to offer national updates and reexamine previously identified tensions and political marginalization. In doing so we continue to be mindful that “one size does not fit all” and how the diversity of historical, cultural and political contexts has impacted, and will continue to impact on ECEfS, either enabling or deterring paradigm shifts in the field. With respect to each country, we identify new research studies, policy changes and initiatives that have further strengthened and/or progressed ECEfS. We also reveal and contextualize ongoing gaps and challenges as signposts for new research initiatives. While each country is considered in turn, we further offer a concluding analysis of commonalties and differences as instructive for researchers, policy makers, and educators who may be seeking innovative ways forward. This chapter provides insights for other countries, too, both those from majority and minority worlds, where ECEfS research, policy and practice is yet to be instigated and/or fully realized.
