Educating for Sustainability in a Small Island Nation: Voices from Early Childhood Education (International Explorations in Outdoor and Environmental Education, 11)

This volume problematizes the intentions of early childhood education for sustainability (ECEfS) from two new perspectives – the context of small island states and the bi-directional, intergenerational learning about the environment and sustainability that takes place in a variety of contexts, including the family home and school. It questions how belonging to a small island and the children’s home influence learning in the early years of life. In doing so, this book offers new insights and new theoretical perspectives into intergenerational environmental learning in the school, family and beyond. Informed by consideration of the most recent literature in early childhood education and sustainability, this volume also looks at how these informal learning spaces provide young children with the opportunities to enhance further learning in the field, thus portraying the fluidity of intergenerational learning from different theoretical standpoints. It provides a deep insight into ECEfS and intergenerational learning about the environment and environmental issues in early childhood education from a perspective of a small island state by adopting a children’s rights perspective. It additionally explores the relationship between early childhood theories, children’s rights and postcolonial theory. Series Editors’ Foreword Preface Acknowledgements Permissions Contents Abbreviations Chapter 1: Framing: Young Children’s Environmental Interests Introduction Why the Environment Is Important Why Early Childhood Matters Why Early Childhood Education Matters Why Small Island States Matter Setting the Scene Key Argument of the Book Chapter Overviews References Chapter 2: Colonialism, Small Island States and Sustainability Introduction Defining the ‘Small’ Island Isolation, Society, Politics and Belonging Malta’s Colonial History The Sustainability of Small Island States Human-Environment Relationships as a Way to Environmental Sustainability The Environment, Environmental Sustainability, and the Maltese Conclusion References Chapter 3: Education and Sustainability: Debates, Tensions, and Possibilities in Practice, Policy and Research Introduction International Recommendations for Environmental Education and Education for Sustainable Development Education for Sustainable Development in Early Childhood: An Historical Overview Early Childhood Education for Sustainability: What Is It About? Early Childhood Education for Sustainability: Pedagogy and Practice Conclusion References Chapter 4: Early Childhood Education for What?! The Maltese Education System, the Environment and Sustainability Introduction The Maltese Education System: An Overview Educational Reforms in Malta Early Childhood Education: A Closer Look Training of Early Childhood Teachers Environmental Education and Education for Sustainable Development in Malta Early Childhood Education for Sustainability in Malta: Moving Forward from the Margins Conclusion References Chapter 5: Listening to Stories that Matter Introduction A Theoretical Framework for Listening to Young Children in Environmental Research The Participants Research with Young Children Ways of Listening to Young Children Observations Researcher’s Journal Interviews Interview Techniques with Young Children A Hand-Held Puppet Photography Children’s Drawings Ethical Considerations Data Analysis Conclusion References Chapter 6: Malta and Its Environment: Stories Told by Children Introduction The Two Schools The Head of School – Mr. D Case Studies in Kindergarten 1 The Teacher – Ms. A Sarah’s Story Sarah’s Perceptions Natasha, Sarah’s Mother Reflections on Sarah’s Perceptions Dalton’s Story Dalton’s Perceptions Jeanette, Dalton’s Mother Reflections on Dalton’s Perceptions Jazlyn’s Story Jazlyn’s Perceptions Josephine, Jazlyn’s Mother Reflections on Jazlyn’s Perceptions Case Studies in Kindergarten 2 The Teacher – Ms. P Denzil’s Story Denzil’s Perceptions Georgia, Denzil’s Mother Reflections on Denzil’s Perceptions Ayida’s Story Ayida’s Perceptions Jacqueline, Ayida’s Mother Reflection on Ayida’s Perceptions Thea’s Story Thea’s Perceptions Catherine, Thea’s Mother Reflections on Thea’s Perceptions Case Study in Year 1 The Teacher – Ms. L Amie’s Story Amie’s Perceptions Alison, Amie’s Mother Reflections on Amie’s Perceptions Case Studies in Year 2 The Teacher – Ms. N Ylenia’s Story Ylenia’s Perceptions Robert, Ylenia’s Father Reflections on Ylenia’s Perceptions John’s Story John’s Perceptions Reflections on John’s Perceptions Jaylee’s Story Jaylee’s Perceptions Reflections on Jaylee’s Perceptions Liam’s Story Liam’s Perceptions Marija, Liam’s Mother Reflections on Liam’s Perceptions Case Study in Year 2 The Teacher – Ms. M Francesco’s Story Francesco’s Perceptions Julie, Francesco’s Mother Reflections on Francesco’s Perceptions Conclusion References Chapter 7: Young Children and the Environment: Visions of Nature Introduction The Environment as Nature The Environment as a Sense of Place and Identity Human-Environment Relationship The Environment as an Asset Fear for the Environment A Positive Outlook Conclusion References Chapter 8: Young Children and Environmental Sustainability: An Emerging Relationship Introduction Conservation of Natural Resources Environmental Responsibility Major Environmental Sustainability Issues of Concern and Proposed Actions – Litter and Air Pollution Major Environmental Sustainability Issues of Concern and Proposed Actions – Local Vs Global Environmental Issues Socio-Cultural, Political and Economic Dimension of Environmental Sustainability Conclusion References Chapter 9: Contextual, Cultural or What? Influences on Children’s Environmental Perceptions Introduction Child Characteristics Lost for Words Environmental Worldviews and Personal Experience The Family The School The Media Politics Culture Religion Conclusion References Chapter 10: Intergenerational Learning: Environmental Literacy in the Family and Beyond Introduction Adult-to-Child Intergenerational Learning Parent-to-Child Intergenerational Learning Parent-to-Child Intergenerational Learning and Gender Child-to-Adult Intergenerational Learning School-to-Child Intergenerational Learning Grandparent-to-Grandchild Intergenerational Learning Conclusion References Chapter 11: Early Childhood Education for Sustainability in the Postcolonial Era: Knowledge, Identity, Power and Voice of Early Childhood Teachers Introduction The Significance of Place Funds of Knowledge Funds of Identity Funds of Knowledge and Funds of Identity in ECEfS Teachers’ Funds of Knowledge Teachers’ Funds of Identity A Colonial Legacy A Eurocentric Legacy Teacher Training Conclusion References Chapter 12: Bringing the Stories Together: The Way Forward Introduction A Critical Reflection on the Implementation of ECEfS in Malta A Way Forward Conclusion References Name Index Subject Index