ABSTRACT
In this chapter, we revisit the traditions of the whole school approach (WSA) and offer contemporary theoretical and practice insights relevant to Early Childhood Education for Sustainability (ECEfS). Integral to the WSA is systems thinking, where all parts, human and more-than-human, enact influential roles that invite shared synergies for transformative change. We draw on Mathie and Wals current WSA model centred on curriculum, pedagogy, capacity building, community and institutional practices. We argue that aspects of this model resonate with Early Childhood Education (ECE) settings; yet, such an approach has received scant mention in past ECEfS literature. In addition, core to ECEfS are the contemporary tenets of critically reflective practice, transformative teaching and learning, children’s participatory rights and most recently, the agency of the more-than-human. We also recognise that transformative leadership is essential to holistic change, drawing on relevant educational leadership studies by Siraj-Blatchford and Manni, Boyd and Palethorpe, Page and Waniganayake and Shields. Plus, Verhelst et al.’s framework of eight characteristics for an Education for Sustainable Development-effective school is useful here as it incorporates leadership guidance. We illustrate the potential for embedded whole ‘centre’ approaches (WCAs) with case studies from Australia and Sweden. Building on Mathie and Wals WSA model, contemporary ECEfS tenets, principles of transformative leadership and the illustrative case studies, we offer a timely and revised WCA model specifically tailored to ECEfS. We envision a commitment to deepening change across ECE settings driven by transformative educators cognisant of the urgencies of climate change. It is time for a global commitment towards realising children’s intergenerational rights to sustainable futures.
