ABSTRACT

Education for Sustainability (EfS) does not constitute a 'subject' or 'field of study' to be taught, with narrow outcomes to be specified and assessed. Rather, it constitutes an approach in educating young people, future-oriented, leading towards the goal of a sustainable world, arguably an approach that should underpin all education provision in the 21st century. From this understanding we propose that Early Childhood Education for Sustainability (ECEfS) and Early Childhood Education and Care for Sustainability must look to provide a 'foundation' for the youngest children's understandings and actions towards a sustainable future. Appropriate ECEfS has therefore to be based in and responsive to the local contexts of community, region and country. The development of EfS will make enormous demands upon Early Years practitioners. Rather, they must be thoughtful and critical analysers and innovators, responsive to rapid change and able to identify the principles of EfS and apply them in practice.