This paper proposes a shift from environmental education (EE) to Education for Sustainability (ESD) during the early years. Such a shift would retain what is typically included in EE at the early childhood level (i.e., education in and about the environment), but would also include a strong focus on sustainability (i.e., education for the environment).
The author draws from current empirical research from both ecopsychology and developmental psychology to develop a pedagogy for ESD at the early childhood level. The model includes four key components: sustained contact with nature, engagement with nature's beauty, cultivation of compassion towards non-human nature, and mindfulness. While nature contact is a separate pathway to connection with nature, it is also a prerequisite for developing the other three components.
Much of the research supporting this model involved adult versus children participants. Further research is thus required. Recommendations for such research include developing and validating a measuring instrument for nature connectedness that is appropriate for children in the early years. Also needed is research measuring the effect of practices involved in the implementation of the proposed model. Is the model effective in deepening children's relationship with nature, in promoting compassion towards non-human nature, and encouraging pro-environmental beliefs and actions? Ideally such studies would use a longitudinal design to capture the enduring effects of the
implementation practices.
The pedagogical model for ESD at the early childhood level as presented in this paper warrants the attention of researchers and practitioners. At its core is the promotion of nature connectedness, which offers benefits to both the children and the planet. The implementation of this pedagogy for connection may help bridge the “notional divide between humans and non-humans, and encourage children to feel that they are part of nature.”
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