Abstract
The aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state of EE in the early years, contextualising it within a gradual shift from EE to the more encompassing Education for Sustainable Development (ESD). The article then proposes that there is a need for a refocusing of EE in the early years that has as a central goal—the promotion of nature connectedness, benefiting both the next generation of learners, as well as our planet. A four-point draft of a pedagogy for connection will be outlined that comprises sustained contact, engagement with nature’s beauty, cultivation of compassion towards non-human nature, and mindfulness. The latest empirical research from ecopsychology and developmental psychology will be used throughout in order to synthesise this brief initial draft of a pedagogy for connection.
Highlights
The United Nations declared the first part of the 21st century (2004–2015) as the Decade of Education for Sustainable Development [1]
This declaration marked a shift that began in the 1980s which some [2] saw as a replacement of Environmental Education (EE) with the broader concept of Education for Sustainable Development (ESD)
This article aims to assist in refocusing EE—especially as this pertains to the first years of education, in early childhood—as an education in, for, and about the environment [5]
Summary
The United Nations declared the first part of the 21st century (2004–2015) as the Decade of Education for Sustainable Development [1]. This article proposes that an ecocentric orientation could rest upon the construct of nature connectedness for the articulation of a distinct pedagogy that will aim to bridge this notional divide between humans and non-humans, and encourage children to feel that they are part of nature In this way, education can be considered more from a point of view of relationality and interconnectedness, of building a meaningful relationship, and less from the point of view of gaining knowledge and understanding. Early childhood is a good time to promote empathy and pro-social behaviours [21] This short communication aims to outline some of the ways by which EE in the early years can years can be underlined by the construct of nature connection.
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