Creating deep and broad change through research and systems approaches in early childhood education for sustainability
Abstract
Most education policymakers are unaware of the scale of change required if education is to help achieve a sustainable society (Sterling, 2006). This is particularly so for early childhood education, which has come late to the environmental and sustainability agenda. This final chapter brings together themes and perspectives from the previous chapters, with special emphasis on the need for change within the early childhood education sector – changes in the ways we think, learn, teach and act.
Book Title
Young Children and the Environment: Early Education for Sustainability
Copyright Statement
© 2010 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher's website for access to the definitive, published version.
Subject
Other education not elsewhere classified