Abstract
The early childhood years are regarded as the most significant period for human development. Yet, education investments in environmental education (EE)/education for sustainability (EfS) have been largely overlooked in the early years. This chapter offers an analysis of early childhood education for sustainability (ECEfS) theory and practice in Australia – recognised as a leader in ECEfS. It draws on historical and international contexts, key theoretical perspectives and policy directions informing broader uptake. We believe the Australian experience with ECEfS offers pointers for other parts of the world looking to ramp up their ECEfS activities.
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