Education for sustainable development in early childhood education: A global solution to local concerns?

International Journal of Early Childhood

Volumn 41, Issue 2, 2009, Pages 97-111

  Pearson, Emma ^a   Degotardi, Sheila ^a  

^a MACQUARIE UNIVERSITY   (Australia)

Author keywords

Education for sustainable development; Globalization; Indigenous knowledge

Indexed keywords

EID: 79951899313     PISSN: 00207187     EISSN: 18784658     Source Type: Journal    
DOI: 10.1007/BF03168881     Document Type: Article

References (57)

1. Agenda 21 (2005). United Nations Division for Sustainable Development. Retrieved 25 November 2008 from: http://www.un.org/esa/sustdev/documents/agenda21/english/agenda21toc.htm.
2. Are, A. (2007). Cultural issues related to sustainable development in the Nigerian experience. The role of early childhood education for a sustainable society. (pp. 1-3) Goteberg University. Retrieved 25 November 2008 from: http://www.ufl.gu.se/digitalAssets/837/837347_Workshop_May07_papers.pdf
3. Björneloo, I., & Nyberg, E. (2007). Drivers and barriers for implementing learning for sustainable development in pre-school through upper-secondary and teacher education. Technical Paper No. 4. UNESCO Education Sector.
4. Bowes, J., Watson, J., & Pearson, E. (2008). Families as a context for children. In J. Bowes & R. Grace (Eds.), Children, Families and Communities: Contexts and consequences. Melbourne: Oxford University Press.
5. Bossel, H. (1999). Indicators for sustainable development: theory, method, applications; a report to the Balaton Group. International Institute for Sustainable Development, Winnipeg, Manitoba, Canada. Retrieved 15 November 2008 from: http://iisd.ca/about/prodcat/perfrep.htm#balaton.
6. Breiting, S. (2007). Is 'sustainable development' the core of 'education for sustainable development'? In I. Björneloo & E. Nyberg, E. (Eds.), Drivers and barriers for implementing learning for sustainable development in pre-school through upper secondary and teacher education (pp. 19-24) UNESCO Education Sector. Retrieved 15 November 2008 from: http://unesdoc.unesco.org/images/0015/001509/150966e.pdf
7. Burford, G., Ngila, L. O., & Rafiki, Y. (2003). Education, Indigenous Knowledge and Globalisation. Science in Africa. Retrieved 10 April 2009 from: http://www.scienceinafrica.co.za/2003/march/ik.htm.
8. Chan, L. K. S. & Chan, L. (2003). Early childhood education in Hong Kong and its challenges. Early Child Development and Care, 173(1), 7-17.
9. Cheng, K. M. (2002). The quest for quality education: The quality assurance movement in Hong Kong. In J. K. H. Mok & D. K. K. Chan (Eds.), Globalisation and education: The quest for quality education in Hong Kong (pp. 41-66). Hong Kong: Hong Kong University Press.
10. Chung, S., & Walsh, D. J. (2000). Unpacking child centredness: A history of meanings. Journal of Curriculum Studies, 32(2), 215-234.
11. Dahlberg, G, Moss, P., & Pence, A. (1999). Beyond quality in early childhood. London: Falmer Press.
12. Darling, J. (2004). Child centred Education and Its Critics. London: Paul Chapman Publishing.
13. Davis, J. M. (2008). What might education for sustainability look like in early childhood?- A case for participatory, whole-of-settings approaches. The role of early childhood education for a sustainable society. (pp. 18-24) Goteberg University. Retrieved 25/11/08 from: http://www.ufl.gu.se/digitalAssets/837/837347_Workshop_May07_papers.pdf.
14. Degotardi, S., & Davis, B. (2008). Understanding infants: Characteristics of early childhood practitioners' interpretations of infants and their behaviours. Early Years: An International Journal of Research and Development, 28(3), 221-234.
15. Dewey, J. (1916). Democracy and education. New York: Macmillan.
16. Early Years Learning Framework (DRAFT, 2008). Retrieved 25 November 2008 from: http://www.dest.gov.au/sectors/early_childhood/policy_initiatives_reviews/coag/The_Early_Years_Learning_Framework.htm#Draft_Early_Years_Learning_Framework.
17. Evans J. L., Myers R. G., & Ilfeld E. M. (2000). Early childhood counts: A programming guide on early childhood care for development. Washington, D.C: World Bank.
18. Gauvain, M. (2001). The social context of cognitive development. New York: The Guilford Press.
19. Haddad, L. H. (2008). For a specific dignity of ECE: Policy and research issues relating the education of young children and sustainable society. In I. Pramling Samuelsson & Y. Kaga (Eds.), The contribution of early childhood education for a sustainable society (pp. 31-36). Paris: UNESCO.
20. Hounkonnou, D. (2002). Linking up with local dynamics: Learning to listen. In C. Leeuwis & R. Pyburn (Eds.), Wheelbarrows full of frogs: Social learning in rural resource management (pp. 105-120). Uitgeverji Van Gorcum.
21. James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. VT: Teachers College Press.
22. Kaga, Y. (2007). Early childhood education for a sustainable world. The role of early childhood education for a sustainable society (pp. 53-56). Goteberg University. Retrieved 25 November 2008 from: http://www.ufl.gu.se/digitalAssets/837/837347_Workshop_May07_papers.pdf.
23. Keating, D. (1998). Habits of mind for a learning society: Educating for human development. In D.R. Olson & N. Torrance (Eds.), The handbook of education and human development. Blackwell Reference Online. Retrieved 10 December 2008 from: http://www.blackwellreference.com/subscriber/tocnode?id=g9789631211860_chunk_g978063121186023.
24. Kwon, Y. (2002). Changing curriculum for early childhood education in England. Early Childhood Research and Practice, 4(2). Retrieved 25 November 2008 from http://www.peelearlyyears.com/pdf/Changing%20Curriculum%20for%20Early%20Childhood%20Education%20in%20England.pdf.
25. Kwon, Y-I. (2004). Early Childhood Education in Korea: Discrepancy between National Kindergarten Curriculum and Practices. Educational Review, 56(3), 297-312.
26. Lillard, A. (1998a). Ethnopsychologies: Cultural variation in theories of mind. Psychological Bulletin, 123(1), 3-32.
27. MacNaughton, G. (2000). Rethinking gender in early childhood. Sydney: Allen & Unwin.
28. Markus, H. R., & Kitayama, S. (2003). Culture, Self, and the Reality of the Social. Psychological Inquiry, 14(3/4), 277-283.
29. McMullen, M., Elicker, J., Wang, J., Erdiller, Z., Lee, S., Lin, C., et al. (2005). Comparing beliefs about appropriate practice among early childhood education and care professionals from the U.S., China, Taiwan, Korea and Turkey. Early Childhood Research Quarterly, 20(4), 451-464.
30. Mok, J. K. H., & Chan, D. K. K. (2002). Globalisation and education: The quest for quality education in Hong Kong. Hong Kong: Hong Kong University Press.
31. NAEYC (2009). Position Statement: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age. Retrieved 20 April 2009 from: http://www.naeyc.org/about/positions/pdf/PSDAP.pdf
32. Odora-Hoopers, C. A. (2007). ECD, Indigenous Knowledge and Sustainable Development from the African Perspective. Presentation at the International Conference on Early Childhood Education and Sustainable Development, Gothenburg, Sweden, 2nd- 4th May, 2007.
33. Olson, D. R., & Bruner, J. S. (1998). Folk psychological and folk pedagogy. In D.R. Olson and N. Torrance (Eds.), The handbook of education and human development. Blackwell Reference Online. Retrieved 10 December 2008 from: http://www.blackwellreference.com/subscriber/tocnode?id=g9789631211860_chunk_g97806312118604.
34. Otieno, L. (2008). The role of culture in integration of education for sustainable development in early childhood education. The role of early childhood education for a sustainable society, (pp. 46-49). Gothenburg University. Retrieved 25 November 2008 from: http://www.ufl.gu.se/digitalAssets/837/837347_Workshop_May07_papers.Pdf
35. Owuor, J. A. (2007). Integrating African indigenous knowledge in Kenya's formal education system: The potential for sustainable development. Journal of Contemporary Issues in Education, 2(2), 21-37.
36. Pearson, E., & Rao, N. (2006). Early childhood education policy reform in Hong Kong: Challenges in effecting change in practices. Childhood Education, 82(6), 363-368.
37. Pearson, E., & Rao, N. (in review). 'Local' values do count: The role of cultural belief systems in shaping the spread and influence of globalized notions of early childhood policy and practice. Early Childhood Research Quarterly.
38. Penn, H. (2002). The World Bank's view of early childhood. Childhood: A Global Journal of Child Research, 9(1), 118-32.
39. Penn, H. (2004). Childcare and Early Childhood Development Programmes and Policies: Their Relationship to Eradicating Child Poverty. CHIP Report No 8. London: Childhood Poverty Research and Policy Centre. Retrieved 6 October 2008 from http://www.research4development.info/PDF/Outputs/ChildhoodPoverty/CHIPRep8.pdf.
40. Penn, H. (2008). Working on the impossible: Early childhood policies in Namibia. Childhood, 15(3), 379-395.
41. Pramling Samuelsson, I., & Kaga, Y. (Eds.). (2008). The contribution of early childhood education to a sustainable society. UNESCO, Paris. Retrieved 10 December 2008 from: http://www.oei.es/decada/unesco_infancia.pdf.
42. Prochner, L. (2002). Preschool and playway in India. Childhood, 9(4), 435-453.
43. Robertson, J. (2006). Reconsidering our images of children: What shapes our educational thinking. In A. Fleet, C. Patterson, & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation (pp. 37-54). Sydney: Pademelon Press.
44. Robottom, I. (2007). Some conceptual issues in education for sustainable development. In I. Björneloo & E. Nyberg (Eds.), Drivers and barriers for implementing learning for sustainable development in pre-school through upper-secondary and teacher education (pp. 25-30) UNESCO Education Sector. Retrieved 25 November 2008 from: http://unesdoc.unesco.org/images/0015/001509/150966e.pdf.
45. Sarangapani, P. M. (2003). Childhood and schooling in an Indian village. Childhood, 10(4), 403-418.
46. Scheunpflug, A., & Asbrand, B. (2006). Global education and education for sustainability. Environmental Education Research, 12(1), 33-46.
47. Siraj-Blatchford, J. (2007). Sustainable development: A case for prioritising the public understanding of science and technology in early years practitioner training. The role of early childhood education for a sustainable society (pp. 46-49). Gothenburg University. Retrieved 25 November 2008 from: http://www.ufl.gu.se/digitalAssets/837/837347_Workshop_May07_papers.pdf.
48. Siraj-Blatchford, J. (2008). The implications of early understanding of inequality, science and technology for the development of sustainable societies. The contribution of early childhood education to a sustainable society (pp. 67-72). Retrieved 15 December 2008 from: http://www.oei.es/decada/unesco_infancia.pdf.
49. Smyth, J. C. (2006). Environment and education: A view of a changing scene. Environmental Education Research, 12(3-4), 247-264.
50. Sorin, R. (2005). Changing images of childhood - reconceptualising early childhood practice. International Journal of Transitions in Childhood 1(1), 12-21.
51. Stevenson, R. B. (2006). Tensions and transitions in policy discourse: Recontextualizing a decontextualized EE/ESD debate. Environmental Education Research, 12(3-4), 277-290.
52. Super, C. M., & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development, 9(4), 545-569.
53. Vargas, C. M. (2000). Sustainable development education: Averting or mitigating cultural collision. International Journal of Educational Development, 20(5), 377-396.
54. Tzuo, P.W. (2007). The tension between teacher control and children's freedom in a child-centred classroom: Resolving the practical dilemma through a closer look at the related theories. Early Childhood Education Journal, 35(1), 33-39.
55. UNESCO. 1990. World Declaration of Education for All: Meeting Basic Learning Needs. Jomtien, Thailand, UNESCO. Retrieved 25 November 2008 from: http://www.unesco.org/education/efa/ed_for_all/background/jomtien_declaration.shtml.
56. Woodhead, M. (1999). Towards a global paradigm for research into early childhood education. European Early Childhood Education Research Journal, 7(1), 5-22.
57. Woodrow, C. (1999). Revisiting images of the child in early childhood education: Reflections and considerations. Australian Journal of Early Childhood 24(4), 7-12.