ABSTRACT
To begin this chapter I place education for sustainability (EFS) within the spectrum of environmental and social studies approaches that have influenced primary schools. I suggest there is a need to combine approaches that develop an affinity with nature and an understanding of ecological processes and interconnections with other approaches that develop understanding of such concepts as equity and social change. Ways of exploring complex issues of sustainability with young children are suggested, together with references to appropriate teaching materials. The rationale for involving young children in the types of local decision-making and action encouraged by Local Agenda 21 (LA21) is explored, and the potential for EFS within and beyond the national curriculum is examined. Finally, reassurance is given about the educational validity of working with complexity and uncertainty.
