In early childhood education and care in Australia, one standout trend is sustainability, often referred to as Education for Sustainability (EFS). This trend is gaining serious momentum, driven by growing concerns about global warming and our environment.
So, what’s the deal with EFS? Well, the latest EYLF 2.0 (that’s the Early Years Learning Framework) introduces a fresh principle all about sustainability. This principle isn’t just about telling children to recycle; it’s about helping them form a meaningful bond with the environment.
Here’s the important part: Teaching sustainability isn’t just about being eco-friendly. It’s about equipping children with skills they can use in the real world. Plus, it plays a big role in assessments and the rating process, especially in Quality Area Three of the National Quality Framework.
But here’s the twist – many people mistakenly think sustainability is just about recycling. In reality, it covers a wide range of practices. Educators have a vital role in encouraging children and families to develop a deep connection with nature from an early age. And this isn’t limited to recycling; it’s about spending quality time outdoors. That’s why the sustainability trend is closely connected to another exciting concept we’ll explore – nature-based play in schools, sometimes known as Bush Kinder.”
Why did they add this new principle? We already had Outcome 2, you may say…
Understanding the Shift
Teaching children about sustainability is no longer limited to recycling lessons or nature walks. Instead, it has evolved into a multidimensional approach, acknowledging that sustainability is not just about the environment. Here’s why this shift occurred:
1. A Comprehensive Approach
Sustainability is a complex web of interconnected elements, including environmental, social, and economic factors. Teaching children about these dimensions provides them with a well-rounded understanding of the real challenges our world faces.
2. Holistic Development
Modern education recognises the importance of holistic child development. By incorporating environmental, social, and economic aspects into sustainability education, we help children become more informed, empathetic, and responsible individuals.
3. Real-World Relevance
Children need to understand the real-world impact of their actions. Teaching them about the environmental impacts of human activities and the intricate relationships between people, animals, plants, land, and water helps them see the bigger picture.
4. Backed by Research
The shift is not arbitrary; it’s rooted in contemporary research. It reflects an up-to-date understanding of the multifaceted nature of sustainability and the need to address it comprehensively. If you want to read more about EfS, I recommend checking Ann Pelo, Rachel Carson and Tracey Young books.
5. Curriculum Alignment
This new approach aligns perfectly with the Australian Curriculum (V9.0), ensuring that sustainability education is consistent and effective across various educational levels. Win-win!
6. Children as Agents of Change
One of the most exciting aspects is recognising that children have a genuine interest in sustainability and the potential to make a positive impact. By teaching sustainability in a more comprehensive manner, we empower them to become active and informed citizens who can contribute to a fair and sustainable world.
Environmental Sustainability:
Focus: This dimension emphasises caring for the natural world and the responsible stewardship of the environment.
Goals: It involves protecting, preserving, and improving the environment.
Practices: Educators should engage children in activities that raise awareness about environmental issues, conservation, and the interdependence between people, animals, plants, land, and water.
In Practice: Educators should provide opportunities for children to learn about and engage with nature, conservation, and sustainable practices.
Social Sustainability:
Focus: Social sustainability centres on promoting inclusion, peaceful coexistence, fairness, and respect within resilient local and global communities.
Goals: It aims to create communities where individuals live harmoniously and interact respectfully with one another.
Practices: Educators should facilitate experiences that teach children about citizenship, rights, responsibilities, and social justice. This includes promoting equity and fairness in their interactions.
In Practice: Children should be encouraged to actively participate in democratic decision-making and understand their role as members of their communities.
Economic Sustainability:
Focus: Economic sustainability involves supporting economic development without negatively impacting the environmental and social dimensions.
Goals: It strives for economic growth that aligns with environmental and social well-being.
Practices: Educators should help children understand the connection between economic activities and their impacts on the environment and society.
In Practice: Children should be encouraged to consider the conservation and responsible use of resources, as well as fairness in economic practices.