Infancy (birth-under 1 year)

In early childhood outdoor classrooms loose parts are a popular tool for engaging children. Loose parts are objects children play with and manipulate, such as sticks and rocks found on the ground. The theory of loose parts, described as a method to promote creativity and healthy development in children through self-guided play, was first coined in the early 1970s. However, although the theory has grown in use, no distinct definition of loose parts exists for researchers and practitioners.

Children are disproportionately affected by the effects of climate change, yet have great capacity to be environmental change agents. This capacity is rooted in the skills developed during early childhood when children begin learning how to meet their own needs. Previous research indicates that problem-solving skills and abilities are important to address climate change, but little research exists on the specific role of parents in instilling skills of climate change mitigation and adaptation within the child.

Education is an essential tool to prepare students to address the sustainability issues that impact them now and in the future. Education for Sustainability (EfS) has been introduced in some primary and secondary curriculums, but EfS has not been well integrated into early childhood education (ECE) (below 8 years of age). Research shows a lack of sustainability knowledge and confidence among educators to incorporate sustainability into ECE curriculum.

Pest management is important at childcare centers because young children are particularly susceptible to pests and pesticides. This greater vulnerability is because young children spend more time on the ground, put objects and their hands in their mouths, and a have lower physical tolerance to pests and pesticides during early stages of physical development.