In the 1980s, a report was published by OECD (Organization for Economic Cooperation and Development) which claimed that sustainability and sustainable development ought to be a global issue (Engjellushe, 2013). It also mentioned the role of early childhood education in creation of a sustainable future for upcoming generations. It must be asserted that education received in childhood not only shapes the personality and cognitive development of the child but also prepares him for the future. Sustainability may be defined as the process where a process is able to satisfy the present needs while simultaneously keeping in mind the needs of the future generations. Associated with this is the concept of education for sustainability or EfS. This may be explained as a kind of transformative process of learning where teachers, students and the schools are acclimatized to new perceptions and knowledge (Pavlova, 2013). This would consequently pave the way for responsible citizenship and economic prosperity of the society as a whole.
According to Huckle and Wals (2015), it is first important to differentiate between the two concepts – education for sustainability and education about sustainability. In the second case, the students are educated about sustainability and all that it entails. On the other hand, the former refers to the kind of education that revolves around sustainable development. At present, there are a large number of global issues which have surfaced and need to be addressed immediately (Muller – Christ et al., 2014). These issues include climate change, global justice, democracy, environmental problems and so on (Mochizuki & Bryan, 2015). The sole purpose of education for sustainability is to spread awareness about these issues and initiating policies and strategies that can eradicate such issues. Moreover, Karatzoglou (2013) argues that early childhood education and higher education would play a crucial role in this aspect. Education for sustainability in early childhood would be an interdisciplinary arena that comprises economic, social and also environmental aspect. Such an academic approach would inculcate in young pupils a sense of awareness about issues prevailing around them and also emphasize on knowledge and talents required for environmental development. This would ensure that young children eventually grow up to be responsible citizens in the long run.
One of the most important aspects of sustainable development would integrate certain sustainability issues into the process of learning and teaching and in school curriculums. For instance, teachers are now encouraged to include topics of climate changes, poverty, biodiversity, natural disasters, sustainable consumption or other prevailing world issues in the curriculum at the early childhood levels. Such practices also encourage the use of learning methods and participatory teaching which would not only motivate the students but also empower them (Bengtsson & Ostman, 2013). It would mould their behavior in such a manner that the children would grow up to take sustainable actions in the future. Such educational approaches also promote collaborative learning, critical thinking and imagination of the bigger picture. It would also encourage young kinds to tackle common issues and conflicts and recognize new scope for the future (Pauw et al., 2015). Young children need to come to terms with the deteriorating condition of the world around them. The countries might be experiencing economic growth; however, health, global poverty, inequality, violence and vulnerability are on the rise. Patterns of economic consumption and production are unequally distributed and unsustainable. This has led to environmental degradation, global warming and also an increase in the number of natural disasters around the world. Additionally, there is a growing concern about the violation of human rights. At present, there are a number of international frameworks that protect the human rights, especially that of women. However, women and children continue to face abuses, violence and discrimination which affect their quality of life. Similarly, technological development may have led to interconnectedness but it has also increased religious and cultural intolerance, political and social conflicts. It is thus important for children to be aware of such issues, so that they can take the required steps towards change in the future. The main purpose of education is to respond to such challenging situations. Sustainable education in early childhood would include numerous worldviews, alternative systems of knowledge, new and innovative teaching methods, digital technology and other aspects. This would revolutionize the concept of education as a whole.
The concept of Efs also has implications for early childhood pedagogical practices. First, it is important to address the challenges and concerns related to EfS for early childhood. Inadequate teaching methods would be linked to the students’ view of meaningful actions and beliefs which contribute to sustainability. The pedagogical practices related to early childhood education for sustainability are based on one principle. This would prepare young children to develop a sustainable attitude and skills and garner knowledge that would benefit them and those around them on a long term basis (Rauch & Steiner, 2013). EfS in early childhood can be implemented in three phases – definition, implementation and discourse. In the first phase, it would be important to define what sustainability exactly is and how sustainable education would be beneficial for students. Moreover, sustainability practices must also be taken into account. In the second phase, the existing practices would have to be scrutinized and examined and then evaluated. Gaps in the practices would have to be identified and measures would have to be taken to make these practices more sustainable. In the third phase, a definite agenda or policy will have to be introduced which would implement change and sustainable development in the academic institution.
In order to promote sustainability through early childhood education, traditional literature would not be adequate. Such traditional methods of teaching would adversely affect the ability of students to retain information learnt in class. This is all the more poignant in the case of young children with low attention spans. Traditional lectures or classroom practices were deemed insufficient as far as meaningful education was concerned. Student activating teaching method is one such academic approach which can promote sustainability in education. This pedagogical practice would encourage students to think critically, participate in class discussions, express their own viewpoints and reflect on what was discussed in class. Constructive approaches to learning may also be adopted. In such an approach, the learners are expected to be actively involved in the process where they would be required to construct knowledge on their own. For instance, storytelling is a commonly used constructive approach in early childhood education (Fridin, 2014). They would also build on the concepts or ideas learnt in school and apply them in real life. The process of learning in the constructivist approach is a dynamic one. The learners would continuously learn new things and would socially and individually construct and reconstruct meaning. In this case, the teacher plays the role of the facilitator where he or she is expected to impart knowledge and help the students learn new principles of sustainability. The teacher would be expected to elicit ideas, new theories and encourage the pupils to interact with others and take part in the conversation. Thinking critically or analytical skills forms the basis of such a mode of learning (Bertschy, Künzli & Lehmann, 2013). Unless children are encouraged to develop their own thought process or think critically from a young age, they would never be able to exercise the same as adults. As kids, they should be allowed to question ideologies and principles, come up with their own ideas, express and inquisitiveness about their surroundings. Only then would children gain wholesome education about the world around them. That would further instigate them to bring in change when they are in a position to do so.
There are numerous teaching strategies that a teacher could use to enhance the learning process of children in the early childhood phase. An ecological and more holistic model for education should be used by teachers in order to inculcate a sense of sustainable education (Nasibulina, 2015)). This kind of strategy would promote the child’s potential and improve economic and social well being. These educational strategies are more engaging, experiential and would take into consideration the emotional, mental, physical and spiritual aspects that determine one’s role in the society (Cebrián, Grace & Humphris, 2015). Such a wholesome learning experience would improve the quality of interactions of the child with those round him. These children would then grow up to be curios minded individuals who are actively involved in carving out their own future, participating in political and social actions and improving the overall quality of human life. It is the responsibility of the teacher incorporate principles of diversity, lifelong learning, collaboration, cooperation, personal values, reflection, responsibility, faith and integrative understanding into their teaching strategies (Leo & Wickenberg, 2013). This would result in a group of bright young people who are committed to the cause of greater good. Such a teaching strategy would be transdisciplinary. It recognizes that knowledge is both approximate and provisional and would require active involvement of the learner. It also creates room for flexibility and negotiation and allows for first hand, applied, practical and all inclusive knowledge. Evaluation in this process would include self generated indicators, critical feedback, self evaluation and both quantitative and qualitative assessment.
Moreover, EfS strategies implemented by teachers in early childhood education would be all encompassing in nature. It would take into consideration the learners’ needs and would value all involved components. It promotes a circulation of positive energy and is participative and democratic in nature. The main aim of such a strategy is to create an educated community where people are critical, functional and creative, where the different and unique learning styles are honored and valued (Hasslöf & Malmberg, 2015). In other words, the learning process is more wholesome and collaborative, where teachers are not the supreme authority and students are equally important. Here, the students would be able to hone their own skills, hasten the process of cognitive development, bestow their own meaning to what they see around them, apply knowledge learnt in class practically and do so without having to worry about the opinions of others. Children in such an education system would grow up with a more enriched and positive attitude, thus providing the world with better and more equipped leaders. Early childhood education for sustainability questions the existing methods and practices which have inhibited the growth of cultures and communities and have led to the impasse human beings are faced with today. This concept of education for sustainability is mankind’s opportunity to yield a better generation of aware, responsible, independent and active members of the society.
To conclude, it can be said that the purpose of education is to enrich and nourish young individuals in such a way that they can grow up to be better members of the community. The concept of education for sustainability has gained popularity in the recent years because it is deemed that the children of today are mankind’s only hope for survival in the future. Through such an educational approach, it is expected that students would be able to apply the theoretical knowledge acquired in class to their real life experiences. Such education for sustainability in childhood is characterized by openness, flexibility, curiosity and a willingness to learn and actively participate in the classroom activities.
References:
Bengtsson, S. L., & Östman, L. O. (2013). Globalisation and education for sustainable development: emancipation from context and meaning. Environmental Education Research, 19(4), 477-498.
Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5(12), 5067-5080.
Cebrián, G., Grace, M., & Humphris, D. (2015). Academic staff engagement in education for sustainable development. Journal of Cleaner Production, 106, 79-86.
Engjellushe, E. (2013). Education for sustainable development. European Journal of Sustainable Development, 2(4), 227-232.
Fridin, M. (2014). Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education. Computers & education, 70, 53-64.
Hasslöf, H., & Malmberg, C. (2015). Critical thinking as room for subjectification in Education for Sustainable Development. Environmental Education Research, 21(2), 239-255.
Huckle, J., & Wals, A. E. (2015). The UN Decade of Education for Sustainable Development: business as usual in the end. Environmental Education Research, 21(3), 491-505.
Karatzoglou, B. (2013). An in-depth literature review of the evolving roles and contributions of universities to education for sustainable development. Journal of Cleaner Production, 49, 44-53.
Leo, U., & Wickenberg, P. (2013). Professional norms in school leadership: Change efforts in implementation of education for sustainable development. Journal of Educational Change, 14(4), 403-422.
Mochizuki, Y., & Bryan, A. (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4-26.
Müller-Christ, G., Sterling, S., van Dam-Mieras, R., Adomßent, M., Fischer, D., & Rieckmann, M. (2014). The role of campus, curriculum, and community in higher education for sustainable development–a conference report. Journal of Cleaner Production, 62, 134-137.
Nasibulina, A. (2015). Education for sustainable development and environmental ethics. Procedia-Social and Behavioral Sciences, 214, 1077-1082.
Pauw, J. B. D., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693-15717.
Pavlova, M. (2013). Towards using transformative education as a benchmark for clarifying differences and similarities between environmental education and education for sustainable development. Environmental Education Research, 19(5), 656-672.
Rauch, F., & Steiner, R. (2013). Competences for education for sustainable development in teacher education. Center for Educational Policy Studies Journal, 3(1), 9-24.
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