Building Eco-Conscious Minds in Early Childhood Education (ECE) By Freya McCartney

This paper offers a critical reflection on the absence of a dedicated pedagogy of

sustainability within early years education (ECE) in the UK. It explores the potential

impact of attuning children’s minds to becoming eco-conscious by integrating their

understanding of, and interactions with, the environment further into the curriculum.

From my experience in nursery settings and voluntary work in primary schools I have

observed a clear need to deepen awareness of sustainability issues in early childhood

education. In particular, we need to focus on creating inclusive opportunities that enable

all children to engage meaningfully with environmental issues. In this paper,

professionals and parents can learn how to empower children to contribute positively to

planetary sustainability based on previous global research. Further research into this

sector of education is needed, to ensure that future generations are equipped with the

necessary information to navigate environmental challenges.

Read the full reflection paper here:

Authors Bio:

I am graduating my final year of a degree in BA (Hons) Early Childhood Studies with Psychology at the University of Portsmouth. My lived experience in nurseries and schools has made me passionate about promoting sustainability for young children, as it is something often overlooked within the curriculum. In particular, I seek to promote sustainable experiences in daily life so that all children are encouraged to become eco-conscious and help the planet stay healthy.