Many scholars point out that children now and, in the future, will bear the brunt of an unsustainable world. Thus, the early childhood educator’s role is of paramount and critical importance. Despite the recognized importance of embedding sustainability within education broadly and more specifically within initial teacher education programs, gaps persist. Embedding sustainability education within initial teacher education is recognized as a complex endeavour and a lack of consensus exists on how to approach inserting education for sustainability. Even less is known about programs specific for early childhood educators with the dearth of early childhood education for sustainability (ECEfS) research described as a ‘black hole’ (Davis, 2007). Some preliminary research points to an alarming trend of Canadian early childhood educators being ill-equipped and largely unaware of the significance of teaching and learning for sustainability. This interpretative instrumental case study aims to explore the perceptions and knowledge of educators in their first year of an university program related to early childhood education for sustainability (ECEfS).

Project Lead: Dr. Debra Harwood