Analysis of Historical and Contemporary Early Childhood Education Theories in the Anthropocene
Eva Ärlemalm‐Hagsér, Sue Elliott
Abstract
In this chapter, we focus on early childhood education for sustainability (ECEfS) in relation to historical and contemporary theories in early childhood education and beyond. Children’s lives today in the age of the Anthropocene are discussed and critically analysed in the light of early childhood education history, philosophies and theory. We discuss contemporary ECEfS research, as well as how such research understandings can challenge hegemonic thinking and acting in relation to practices and philosophies of the everyday pedagogic in early childhood settings. The knowledge–practice gap and rhetoric–reality gap for practitioners is problematized. Finally, we scrutinize the possibility for transformative critical pedagogies through multiple and holistic approaches in ECEfS (Also, refer to Chapters 2, 3 and 4 in this volume).