Early childhood education for sustainability in the United States of America

Abstract

Research on significant life experiences in the development of active care for the environment indicates the importance of extended free play in nature in early childhood, and adults who encourage appreciation for the natural world. Ecological psychology provides a framework for understanding these research outcomes, and highlights the importance of children having opportunities to assume responsible roles in their communities, including collective environmental action. After reviewing the literature, this chapter identifies initiatives in the United States which illustrate these components of education for sustainability, including nature-based preschools, forest kindergartens, nature-based play at childcare centers, and Green Schools. The chapter closes with two examples from a community-wide partnership to integrate children into actions for sustainability – one involving preschoolers in urban planning and design, and the second involving elementary school children in park management.