ABSTRACT
This chapter begins with the notion that the sustainability concerns confronting humanity—indeed, all species and habitats on the planet—require urgent attention. It expands on this argument, citing international studies where early childhood educators have put such approaches into action with successful outcomes. In Stuhmcke’s Australian example, a class of 22 children aged between 3.5 and 4.5 years investigated local environmental issues and, armed with this knowledge, initiated sustainability projects within their kindergarten and wider community. Building on these earlier achievements, the school has embraced a number of health and environmental projects, including the recent installation of a Stephanie Alexander Kitchen Garden. Engage them in thinking, problem-solving and acting around environmental and sustainability topics. Past approaches to early childhood education in the outdoors and nature have rested mainly with children playing in nature and learning about nature, with an unstated belief that such experiences will lead to caring for nature and natural environments in later life.
