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Moving Forward from the Margins: Education for Sustainability in Australian Early Childhood Contexts

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Book cover International Perspectives on the Theory and Practice of Environmental Education: A Reader

Part of the book series: Environmental Discourses in Science Education ((EDSE,volume 3))

Abstract

The early childhood years are regarded as the most significant period for human development. Yet, education investments in environmental education (EE)/education for sustainability (EfS) have been largely overlooked in the early years. This chapter offers an analysis of early childhood education for sustainability (ECEfS) theory and practice in Australia – recognised as a leader in ECEfS. It draws on historical and international contexts, key theoretical perspectives and policy directions informing broader uptake. We believe the Australian experience with ECEfS offers pointers for other parts of the world looking to ramp up their ECEfS activities.

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Author information

Authors and Affiliations

  1. School of Education, University of New England, Armidale, NSW, 2351, Australia

    Sue Elliott

  2. Faculty of Education, Queensland University of Technology, 2 George Street Brisbane, Brisbane, QLD, 4000, Australia

    Julie Davis

Authors
  1. Sue Elliott
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  2. Julie Davis
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Correspondence to Sue Elliott .

Editor information

Editors and Affiliations

  1. Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada

    Giuliano Reis

  2. School of Education, Nipissing University , North Bay, Ontario, Canada

    Jeff Scott

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Elliott, S., Davis, J. (2018). Moving Forward from the Margins: Education for Sustainability in Australian Early Childhood Contexts. In: Reis, G., Scott, J. (eds) International Perspectives on the Theory and Practice of Environmental Education: A Reader. Environmental Discourses in Science Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-67732-3_12

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  • DOI: https://doi.org/10.1007/978-3-319-67732-3_12

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  • Online ISBN: 978-3-319-67732-3

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