Early childhood education for sustainability: origins and inspirations in the work of John Dewey

Luff, Paulette (2018) Early childhood education for sustainability: origins and inspirations in the work of John Dewey. Education 3-13, 46 (4). pp. 447-455. ISSN 1475-7575

[img] Text
Accepted Version
Restricted to Repository staff only until 1 September 2019.
Available under the following license: Creative Commons Attribution Non-commercial No Derivatives.

Download (214kB)
Official URL: https://doi.org/10.1080/03004279.2018.1445484

Abstract

In this article, the work of John Dewey is recontextualised and proposed as a basis for contemporary early childhood education for sustainability (ECEfS). Five key themes are explored: experiential learning; curiosity and critical thinking; children’s experiences in nature; democracy and participation; and classroom as community. In each case, claims are made through aligning the work of Dewey with exemplars from current early childhood practice. The focus is reflection upon the educator as facilitator of dynamic interactions between the learner and her/his experiences, fostering individual growth, influencing social change and, thus, creating possibilities for implementation of ECEfS within early years classrooms.

Item Type: Journal Article
Keywords: Dewey, education for sustainability, early childhood
Faculty: Faculty of Health, Social Care & Education (for research post September 2011)
Depositing User: Paulette Luff
Date Deposited: 28 Feb 2018 14:54
Last Modified: 23 May 2018 15:58
URI: http://arro.anglia.ac.uk/id/eprint/702774

Actions (login required)

Edit Item Edit Item