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 childrens 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 childrens rights perspective. It additionally explores the relationship between early childhood theories, childrens rights and postcolonial theory.
Chapter
1. Framing: Young childrens environmental interests.
Chapter
2. Colonialism, small island states and sustainability.
Chapter
3. Education
and sustainability: Debates, tensions and possibilities in practice, policy
and research.
Chapter
4. Early childhood education for what? The Maltese
education system, the environment and sustainability.
Chapter
5. Listening
to stories that matter.
Chapter
6. Malta and its environment: Stories told
by children.
Chapter
7. Young children and the environment: Visions of
nature.
Chapter
8. Young children and environmental sustainability: An
emerging relationship.
Chapter
9. Contextual, cultural or what? Influences
on childrens environmental perceptions.
Chapter
10. Intergenerational
learning: Environmental literacy in the family and beyond.
Chapter
11. Early
childhood education for sustainability in the postcolonial era Knowledge,
identity, power and voice of early childhood teachers.
Chapter 12. Bringing
the stories together: The way forward.
Jane Spiteri is a lecturer in the Department of Early Childhood and Primary Education (Faculty of Education), at the University of Malta. She has worked as an educator for two and a half decades, gaining experience across primary, secondary and higher education, and as a researcher. Jane is committed to working in collaboration with other academics from a range of disciplines to strengthen environmental education, particularly in early childhood education. Her work investigates: early childhood education for sustainability; environmental education, outdoor learning, and gifted and talented education. Recently, she has been awarded the OMEP New Scholar Award for her research in early childhood education for sustainability.
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