module specification

In this optional module you will learn key concepts on issues relating to sustainability in early childhood. In the degree, you are expected to develop a critical awareness and understanding of how sustainability can be achieved within early childhood communities. As part of this, you will be able to appreciate the importance of early childhood holistic development, equity of opportunity and well-being, and how these impact on sustainable futures for all. Drawing on the Education for Sustainable Development agenda this module supports you to critically consider the environmental, social and economic factors as they relate to early childhood, and you will develop and consider how you can contribute to a more sustainable future in your professional role.

This module will enable you to:

● Understand the importance of sustainability as an overarching element in early years education.
●  Support young children and early childhood communities to develop an understanding of sustainability in relation to the local, national and global contexts and to see yourself as a responsible citizen of the world.
●  Study theories and concepts underpinning sustainability in early childhood communities and understand these within the framework of social justice.
●  Apply the principles of sustainable education to an area of early childhood provision.

No

This optional module will consider the themes underpinning education for sustainability in early childhood and early childhood communities. It will explore the relationship between the principles of sustainability in early childhood education and theories and pedagogical approaches that support sustainability in early childhood. It will support students to develop an understanding of their future professional role and responsibility to help young children to develop an understanding of sustainability in relation to the local, national and global context and to see themselves as responsible citizens of the world.

The indicative content of the module includes:

● The need for sustainability at local, national and global levels (LO1).
● Philosophical foundations of sustainability and its links to social justice (LO1, LO2).
● Key concepts of education for sustainability (LO2).
● Pioneers in early years education and sustainability (LO2, LO3).
● Curriculum and pedagogy for sustainability (LO3).
● Models and experiences in sustainable education in the early years (LO3).

This is a taught module and theoretical input will be through lectures and seminars. All students will benefit from a blended learning approach through the use of Web Learn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks.

Reflection and discussion are key to teaching for all students – this will be in the context of tutor-led sessions. Such experiential learning experiences promote students’ growing ability to act as a reflective practitioners in their future roles. Students will develop skills relevant to innovative and strategic thinking and creative problem-solving.

Teaching and learning strategies and methods also focus on developing future workplace skills and professionalism with the aim of supporting students in developing competences such as taking initiative, making things happen, reflecting, communicating, pivoting, adapting and taking responsibility.

The development of transferable skills such as presenting a rationale, developing arguments and points of view to a range of audiences. Using skills to navigate a range of media, including the use of ICT also supports individual learning. Such individual development will support students to be well placed to add significant value to social, cultural and economic aspects of society.

By the end of the module students will be able to:

1. Understand the importance of sustainability as an overarching element in early years education.

2. Discuss theories and concepts that support the importance of sustainability in early childhood.

3. Apply the principles of sustainable education to an area of early childhood provision.

Students will be able to select one of the following options:

Assessment Option A
Students will produce a project plan suitable for early years provision built on the principles of sustainable education.
The intention of the project is to go beyond the walls of the setting or involve parents, or the wider community which the setting serves, and which relates to caring for life-beings and nature.

Assessment Option B
Students will discuss and evaluate sustainability projects relating to the early childhood context in relation to the principles of sustainable education.
The intention for this task is for students to apply the principles of sustainability in education to projects that have been developed in practice. 

Both assessment options enable students to address and meet the learning outcomes. An understanding of the importance of sustainability as an overarching element in early years education will enable students to identify or critically analyse projects that relate to early childhood sustainable education and justify their importance within a social justice framework. Thinking about practical projects students will be able to establish links between the theories and concepts that support the importance of sustainability in early childhood. Students will be able to apply the principles of sustainable education to their current and future practice.

https://rl.talis.com/3/londonmet/lists/B7513896-5C6A-867A-2807-2B88C7B6AD64.html?lang=en&login=1

Bascopé, M., Perasso, P., and Reiss, K. (2019) ‘Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development’, Sustainability, 11(3), 719

Boyd, D. (2018) ‘Early childhood education for sustainability and the legacies of two pioneering giants’, Early Years, 38(2), 227-239

Boyd, D. (2019) ‘Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability’, Education 3-13, 47(8), 983-997

Boyd, D. (2020) ‘EYFS Best Practice - All about… Early Childhood Education for Sustainability’, Nursery World, 2020(14), 32-35

Boyd, D., King, J., Neame, J., Scollan, A., and McLeod, N. (2021) An Early Childhood Education for Sustainability resource that embeds the Sustainable Development Goals and STEM into pedagogical practice, available at: https://www.ncfe.org.uk/media/xbcbjrfj/early-years-sustainability-resource.pdf
(accessed on 11.05.2023)

Davis, J. (2015) Young Children and the Environment: Early Education for Sustainability (2nd ed), Melbourne (Australia): Cambridge University Press

Elliott, S., Ärlemalm-Hagsér, E. and Davis, J. (2020) (Eds) Researching Early Childhood Education for Sustainability, Challenging Assumptions and Orthodoxies, Abington: Routledge

Featherbe, A., Lloyd-Evans, L. and Moylett, H. (2023) ‘Developing a culture of sustainability in early childhood education’ in Nutbrown, C. (Ed.) Early Childhood Education: Current realities and future priorities. London: SAGE

Krasny, M. (2020) Advancing Environmental Education Practice, New York: Cornell University Press (LMU – E-book)

Luff, P. (2018) ‘Early childhood education for sustainability: origins and inspirations in the work of John Dewey’, Education 3-13, 46(4), 447-455

Peters, L., Decat, E., Damjanovic, V., Mosher, M., Dickson, C., and Hibachi, J. (2021) ‘Fostering Community and Environmental Sustainability in Early Childhood: A Project on Living Things in a Preschool Classroom’, in Yelland, N., Peters, L., Fairchild, N., Tesar, M. and Perez, M. (Eds) The SAGE Handbook of Global Childhoods, London: Sage (LMU – E-book)

Pramling Samuelsson, I., and Kaga, Y. (Eds) (2008) The contribution of early childhood education to a sustainable society. Paris: UNESCO

Waller, T., Ärlemalm-Hagsér,E., Sandseter, E., Lee-Hammond, L., Lekies, K. and Wyver, S. (Eds) (2022) The Sage Handbook of Outdoor Play and Learning, London: Sage