Sustainability in Early Childhood Education

Prince (2004) writes that children today face an “environmental dilemma” (p. 1) between the modern society they live in, that emphasises fast production and instant gratification compared with the time and energy required to look after the environment. In my previous blog I researched and discussed the politics behind sustainability for countries, like New Zealand, and the economic benefits that drive the importance of sustainability. However, my next discussion is centred on the contradictory understandings of sustainability, between the early childhood education sector and the New Zealand government.

Davies and Elliott (2003) state that sustainability is the capacity to “meet the needs of the present without compromising the ability of future generations to meet their own needs” (p. 3). This definition seems very similar to the examples from my previous blog, however, when this definition is examined at a deeper level it is obvious that there is no hidden agenda of economic advancement, but simply to protect our planet so that future generations can grow up in a safe and healthy world, with all their needs met. Also for teachers working with New Zealand's bicultural early childhood curriculum, Te Whaariki (Ministry of Education, 1996), it is important to acknowledge and implement culturally relevant practices that recognise the significant knowledge Maaori possess in regards to Papatuanuku (Duhn, 2012). Davies and Elliott (2003) go on to right that “adults need to work with the younger generations to empower them so that they learn to influence the changes, and ultimately, transform the status quo” (p. 2). I believe this statement is pivotal in the argument as to why sustainable practices must be implemented within all early childhood services within New Zealand.

The philosophy of a centre has an impact on how environmental education is implemented within an early childhood centre’s curriculum. Prince (2004) argues that sustainable practices need to be woven into all curriculum areas of a centre, therefore making it meaningful to children. However, what sustainability looks like within individual centres is open to interpretation. This is due to the experience and understanding teaching teams have surrounding sustainability and its practices. However, Prince (2004) goes onto write that sustainability should be about “fostering . . . a love of nature and a sense of wonder in young children” (p. 3) through offering experiences, fostering relationships and being interconnected with the environment.

Due to the huge targets the New Zealand government has set in regards to sustainability, it is quite understandable that the idea of sustainable living can be quite daunting for individuals.  However, within many early childhood centres in New Zealand small but significant steps are being taken to reduce waste and conserve energy, this includes:

·       Recycling

·       Waste Management

·       Reusing furniture

·       Natural and reusable materials for play

·       Composting

·       Saving Power

·       “Green cleaning” (Kinsella, 2007, p. 16). This is the process of moving away from harsh chemicals, to using natural resources found in most kitchens. For example, bicarb, salt, lemon and olive oil.

·       Water conservation

·       Redesigning of outdoor play areas

(Kinsella, 2007)

Many centres are also becoming involved in the Enviroschools project, which offers “support [for] children . . . to be active citizens, contributing to ecological regeneration and the creation of healthy, resilient and sustainable communities” (The Enviroschools Foundation, n.d.). The importance of meaningful and hands on experiences that are available to children is also a key aspect to install the importance of sustainable living in young children.

However, if teachers are not role modelling the above behaviours the perception around sustainability will never change. Prince (2004) writes that “attitudes are caught not taught” (p. 13) and stresses the importance of teachers role modelling caring for our natural environment with children. If this is successfully achieved imagine the working theories children will develop of the natural environment throughout their life. This could make a real difference for future generations. This Youtube video demonstrates just what children can imagine and create when they have good working theories of sustainable practices.

 

Early childhood services must be aware of the message they are sending to the community about their commitment to sustainability and this can be portrayed in:

·       Environmental Policies and play materials that reflect this policy

·       Curriculum Approaches

·       Audits into waste disposal

·       Play areas that emphasis sustainable practices

·       Professional development

·       Join early childhood environmental education networks

                                                                                                                                                          (Davies & Elliott, 2008)

I am reminded of the figures I stated in my first blog surrounding the insignificant difference New Zealand can make in regards to global warming. However, just like the quote from Mahatma Ghandi, I believe this Chinese Proverb symbolises the importance of making a change now no matter how small it may seem:

 

If you are thinking a year ahead, sow a seed.

If you are thinking a decade ahead, plant a tree.

                     If you are thinking a century ahead, educate the people.

            (Traditional Chinese Proverb, Author Unknown)

 

Author unknown. Traditional Chinese Proverb.
 

Davis, J., & Elliott, S. (2003). Early childhood environmental education: Making it mainstream. Watson, Australia: Early Childhood Australia.
 
Duhn, I. (2012). Making 'place' for ecological sustainability in early childhood education. Environmental Education Research, 18(1), 19-29. doi: 10.1080/1354622.2011.572162
 

Kalifa, J. [Jaina Kalifa]. (2013, April 24). Climate changers – kids thinking big about sustainability. [Video file]. Retrieved from http://www.youtube.com/ watch?v=WhkAzAD5HdQ
 

Kinsella, R. (2007). Greening services: Practical sustainability. Watson, Australia: Early Childhood Australia.
 

Prince, C. (2004). Environmental education in the early years. Palmerston North, New Zealand: Kanuka Grove Press.
 

The Enviroschools  Foundation. (n.d.). Retrieved from http://www.enviroschools.org.nz