Towards sustainable futures : exploring ecological learning in early childhood development

[摘要] ENGLISH ABSTRACT: The end of the 20st and beginning of the 21st century is characterised by a multiplicity of ecologicalcomplexities and alterations that are impacting both nature and humankind negatively. Suchecological problems are an indicator of unsustainable living by humans in societies, withinadequate natural resources management. These ecological intricacies are exacerbated by theincreasing disinterestedness and detachment of children from the marvels of the natural worldresulting in the creation of generations of ecologically unconscious citizens and imbalancedecosystems. It seems apparent that in this ecological crisis, it is the poor and, in particular, theyounger generations that are most affected. In this context; how can the manifest and evolvingecological crisis be reversed? This study is an inquiry into the usefulness of ecological learning inECD, towards developing conscious future citizens who promote sustainable and ecologicalbalance on the earth. The core objective is to understand current trends, scope, content andmethodologies involved in ecological learning and how they may assist in preparing a proecologicalgeneration. The study employs a literature review methodology to explore the concept ofecological learning in ECD; examining the application of this paradigm to the sector of ECDthrough an exploration of the practice of ecological learning in 2 case studies of ECD centres (theLynedoch EcoVillage and Campus Kindergarten) that place ecological learning at the core of theirpractice. Using a review of literature on ecological learning and ECD and the two case studies, thestudy attempts to demonstrate ecological learning practices in ECD centres. The teaching andlearning practices in such centres project ECD to be the primary stage whereby ultimate growth,development and learning are created and therefore a vital platform for mentoring an ecologicallymindful generation of citizens. However, on the other hand, the study also observes that the scaleat which ecological learning is taking place around the world is too negligible to have a largeimpact in producing a generation of ecologically informed citizens. The study, then, recommends aparadigm shift in the content and methodologies that prioritise ecological learning in ECD both as away of preserving the ecology and promoting sustainable development. The study thereforesuggests, (1) Underpinning ECD with transdisciplinary ecological learning within local contexts (2)Linking ecological learning to ECD may contribute to 'just transitions', and (3) Attending to thegrowing need of new ways of being that can generate connectedness and belonging in a postconsumeristsociety seem best inculcated at early ages.

[发布机构] Stellenbosch University