Abstract
This paper begins by examining the broad literature that emphasises the need for sustainable education in early childhood education. It then briefly examines previously published research initiatives concerning the three dimensions of sustainability: environmental, social and economic, in early childhood education. It acknowledges that this is a broad issue and globally, there is much to be done socially. Finding strategies to instil sustainable attitudes and behaviours that require fundamental social skills, such as collaborative working and empathy in children at an early age, is crucial if we want them to become environmentally conscious instead of unconsciously adopting materialistic lives. In conclusion, the paper highlights the need for education for sustainability (EfS) to address its social dimension competently and for society to adopt a more inclusive perspective and view children as active contributors.
Published Version
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