Whole Earth?: Developing an early childhood education response

Although it remains an “emerging field of practice”, it has been recognised that the earlier Education for Sustainable Development is introduced to young children, the greater the impact and benefits may be (Siraj-Blatchford et al., 2010, p.8). The issue of how Early Childhood Education can contribute to sustainability is the central concern of this paper. It details the ways in which one University has used the provocation of a photographic exhibition (Whole Earth?) to engage staff, students and practitioners working within the field of Early Childhood with sustainability.

Through a thematic analysis of a group written activity and questionnaires, this research explores different understandings of sustainability prevalent within the sector and connections to practice. Research was conducted in compliance with the BERA (2011) guidelines and university ethical procedures. It highlights how responses to sustability by participants changed perspectives and understanding following an exploration of the Whole Earth? exhibition, drawing upon Davis’ (2014) expanded rights framework. The paper concludes with a consideration of the current English Early Childhood Education policy context and the challenges and opportunities this presents in terms of engaging young children with sustainability.