This paper circulates around the core theme of Define education for sustainability, and discuss how this can be part of an integrated curriculum. Ensure you include specific teaching strategies and approaches that will support children’s awareness and learning in this area. (550 words) together with its essential aspects. It has been reviewed and purchased by the majority of students thus, this paper is rated 4.8 out of 5 points by the students. In addition to this, the price of this paper commences from £ 99. To get this paper written from the scratch, order this assignment now. 100% confidential, 100% plagiarism-free.
Discussion Paper 2: Education for Sustainability
Define education for sustainability, and discuss how this can be part of an integrated curriculum. Ensure you include specific teaching strategies and approaches that will support children’s awareness and learning in this area. (550 words)
Content:
- Education for sustainability is defined and discussed as part of an integrated curriculum.
- Specific teaching strategies and approaches discussed that will support children’s awareness and learning in this area.
Reference Lists (Please use the under references.)
Reading 4.1 Sowing the Seeds: Education for Sustainability Within the Early Years Curriculum
Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18(3), 273–284. doi:10.1080/1350293X.2010.500082
Copyright © European Early Childhood Education Research Association, Taylor & Francis.
Reading 4.2 Eco-intelligent Education for a Sustainable Future Life (PDF 132 KB)
Herbert, T. (2008). Eco-intelligent education for a sustainable future life. In I. Pramling Samuelsson & Y. Kaga (Eds.), The contribution of early childhood education to a sustainable society (pp. 63–66). Paris: UNESCO.
Copyright © UNESCO.
Reading 4.3 A Kindergarten’s Journey into Sustainability Through the Enviroschools in the Early Years Programme.
Maxwell, A., & Mawson, B. (2015). A kindergarten’s journey into sustainability through the Enviroschools in the Early Years Programme. New Zealand Journal of Teachers’ Work, 12(1), 14–29.
Copyright © New Zealand Journal of Teachers’ Work.
Reading 4.4 Practical Possibilities and Pedagogical Approaches for Early Childhood Education for Sustainability.
Pratt, R. (2010). Practical possibilities and pedagogical approaches for early childhood education for sustainability. In J. M. Davis (Ed.), Young children and the environment: Early education for sustainability (pp. 109–143). Cambridge, England: Cambridge University Press.
Copyright © Cambridge University Press.
Reading 4.5 Ripples of Action: Strengthening Environmental Competency in an Early Childhood Centre (PDF 828 KB)
Vaealiki, S., & Mackey, G. (2008). Ripples of action: Strengthening environmental competency in an early childhood centre. Early Childhood Folio, 12, 7–11.
Copyright © NZCER.
Reading 4.6 Children Experiencing poverty: Opportunities and Challenges for New Zealand Early Childhood Educators (PDF 980 KB)
Rosewarne, S., & Shuker, M. (2010). Children experiencing poverty: Opportunities and challenges for New Zealand early childhood educators. In V. Green & S. Cherrington (Eds.), Delving into diversity: An international exploration of issues of diversity in education (pp. 209–219).Hauppage, NY: Nova Science Publishers.
Copyright © Nova Science Publishers Inc.
