Abstract
Exposing children to concepts about sustainable development (SD) can be challenging because children might lack the life experience and the right levels of linguistic and cognitive skills to understand the complex issues surrounding SD. Coupled with other factors such as the teacher’s professional knowledge and limited teaching time available, the teaching of SD might become operationalised as the sorting of waste products into different types of bins in the early childhood curriculum. Using a single case study, I examined how a Hong Kong kindergarten empowered young children to contribute to sustainable development through targeting the production and consumption of an object type that is readily understood by children: toys. Based on classroom observations involving three age groups (K1: three-year-olds; K2: four-year-olds; K3: five-year-olds) and interviews with the principal, I found that the school had creatively adopted a whole school approach in order to support children’s gradual learning about sustainable development. At K1 the focus was on refusal: avoiding plastic toys in learning activities. At K2 the focus was on reuse. Knowledge related to the responsible production and consumption of toys was directly taught. At K3, the focus was on change: the children were to apply their previously acquired knowledge by producing toys for all children to share. Analyses of the interview data also revealed that going beyond the school level by partnering with parents in sustainable development had consequences for the school and the wider community.
Highlights
Using a single case study, I examined how a Hong Kong kindergarten empowered young children to contribute to sustainable development through targeting the production and consumption of an object type that is readily understood by children: toys
The teachers explored with the whole class a topic of inquiry directly related to sustainable development: how can young children, despite their age, contribute to environmental protection through responsible ways to produce and consume toys? The series of learning activities had two target outcomes: (1) to help children understand that they can “save the planet” by playing with toys made from waste; and (2) to help children understand that reducing the overall consumption of self-made toys through sharing can “save the planet”
This study began with examining how a Hong Kong kindergarten engaged young children to contribute to sustainable development
Summary
2030 Agenda for Sustainable development (SD) at a United Nations’ summit with a view to fostering development that “meets the needs of the present without compromising the ability of future generations to meet their own needs.”. These 17 goals cover the domains of economic growth, social inclusion, and environmental protection. Building economic growth and addressing social issues do not have to come at the expense of the environment (See UN, 2017 and UNESCO, 2005 for details). This change in mindset may encourage creative solutions to economic and social problems while taking into account the need to minimize the damage to the environment
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
