Citations (46)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (14)
Mia Heikkilä & Jennie Andersson Schaeffer. (2022) The Provotype as a methodological exploration in educational research. International Journal of Research & Method in Education 45:5, pages 535-550.
Read now
Read now
Aud Torill Meland. (2022) Tracking education for sustainable development in ECEC institutions’ annual plans. European Early Childhood Education Research Journal 30:5, pages 791-805.
Read now
Read now
Seçil Cengizoğlu, Refika Olgan & Gaye Teksöz. (2022) Preschool children’s perceptions on human–environment relationship: follow-up research. Early Child Development and Care 192:4, pages 513-534.
Read now
Read now
Kristín Norðdahl. (2021) National policy guidelines and early childhood sustainability education: an analysis of match and gaps in preschool curricula plans. Environmental Education Research 27:3, pages 338-353.
Read now
Read now
Hasret Köklü Yaylacı & Refika Olgan. (2021) Investigating Early Childhood Preservice Teachers’ Personal Teaching Efficacy and Outcome-Expectancy Beliefs Regarding Education for Sustainable Development in Turkey. The Teacher Educator 56:1, pages 4-24.
Read now
Read now
Paulette Luff. (2018) Early childhood education for sustainability: origins and inspirations in the work of John Dewey. Education 3-13 46:4, pages 447-455.
Read now
Read now
Ifigenia Iliopoulou. (2018) How young children think they can act for the environment: the case of forest and waste. Education 3-13 46:3, pages 249-263.
Read now
Read now
Kari-Anne Jørgensen. (2016) Bringing the jellyfish home: environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research 22:8, pages 1139-1157.
Read now
Read now
Maria Hedefalk, Jonas Almqvist & Leif Östman. (2015) Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research 21:7, pages 975-990.
Read now
Read now
Cecilia Caiman & Iann Lundegård. (2014) Pre-school children’s agency in learning for sustainable development. Environmental Education Research 20:4, pages 437-459.
Read now
Read now
M. Pilar Martínez Agut, M. Angeles Ull & Pilar Aznar Minguet. (2014) Education for sustainable development in early childhood education in Spain. Evolution, trends and proposals. European Early Childhood Education Research Journal 22:2, pages 213-228.
Read now
Read now
Julia Torquati, Kay Cutler, Deanna Gilkerson & Susan Sarver. (2013) Early Childhood Educators' Perceptions of Nature, Science, and Environmental Education. Early Education and Development 24:5, pages 721-743.
Read now
Read now
Helen Kopnina. (2012) Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education?. Environmental Education Research 18:5, pages 699-717.
Read now
Read now
Julie Ernst & Ladona Tornabene. (2012) Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research 18:5, pages 643-664.
Read now
Read now
Articles from other publishers (32)
Yakup AYAYDIN, Seda USTA GEZER & Burcin ACAR SESEN. (2023) A Study on Sustainable Living Awareness of Gifted Secondary School Students. Research on Education and Psychology 7:Special Issue 2, pages 602-624.
Crossref
Crossref
ÇETINGÖZ Duygu & ÖZCAN Tugçe. (2023) Education for sustainable development: Investigation of preschool childrens metaphorical perceptions and views regarding global problem concept. Educational Research and Reviews 18:7, pages 156-172.
Crossref
Crossref
Pamuk Savas. (2023) Perspectives and attitudes towards sustainability among science, preschool, and primary school teachers. i-manager's Journal on Educational Psychology 17:1, pages 7.
Crossref
Crossref
Sarah Hennessy. 2023. Walking as Critical Inquiry. Walking as Critical Inquiry
77
96
.
Georgia Liarakou & Marianthi Kalafati. 2023. University Initiatives on Climate Change Education and Research. University Initiatives on Climate Change Education and Research
1
23
.
Adrijana Višnjić-Jevtić, Jurka Lepičnik Vodopivec, Tamara Pribišev Beleslin & Aleksandra Šindić. (2022) Unmasking Sustainability in Early Childhood Education: Teachers' Voices from Bosnia and Herzegovina, Croatia, and Slovenia. International Journal of Early Childhood 54:1, pages 119-137.
Crossref
Crossref
Tamara Pribišev Beleslin & Marica Travar. (2022) The Importance of the OMEP ESD Rating Scale for Building Future Preschool Teachers’ Professional Competencies in Bosnia and Herzegovina. International Journal of Early Childhood 54:1, pages 139-164.
Crossref
Crossref
Chen Cheng & Yongping Yu. (2022) Early Childhood Educators’ Practices in Education for Sustainable Development in China: Evidence from Shandong Province. Sustainability 14:4, pages 2019.
Crossref
Crossref
Tatiana A. Kotlyakova & Olesya V. Kareva. (2021) Development of understanding of the nature world in the process of artistic and aesthetic activity of preschool students. Tambov University Review. Series: Humanities:194, pages 156-169.
Crossref
Crossref
E. Handayani Tyas & Lamhot Naibaho. (2020) BUILDING A CULTURE OF TOLERANCE SINCE EARLY CHILDHOOD. International Journal of Research -GRANTHAALAYAH 8:8, pages 244-249.
Crossref
Crossref
Jorrit Holst, Antje Brock, Mandy Singer-Brodowski & Gerhard de Haan. (2020) Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System. Sustainability 12:10, pages 4306.
Crossref
Crossref
Guadalupe Martínez-Borreguero, Jesús Maestre-Jiménez, Milagros Mateos-Núñez & Francisco Luis Naranjo-Correa. (2020) An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education. Sustainability 12:7, pages 2947.
Crossref
Crossref
Fátima Poza-Vilches, Abigail López-Alcarria & Nerea Mazuecos-Ciarra. (2019) A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context. Sustainability 11:6, pages 1568.
Crossref
Crossref
Meritxell Notari Llorens, Francisco Pardo Fabregat, Africa Martinez-Poveda & Manuel Jordan Vidal. (2019) Learning Ecological Concepts in Secondary Schools of the Northeast of Spain. Education Sciences 9:1, pages 53.
Crossref
Crossref
Mandy Singer-Brodowski, Nadine Etzkorn & Janne Von Seggern. (2019) One Transformation Path Does Not Fit All—Insights into the Diffusion Processes of Education for Sustainable Development in Different Educational Areas in Germany. Sustainability 11:1, pages 269.
Crossref
Crossref
Şebnem Feriver, Refika Olgan & Gaye Teksöz. 2019. Learning, Design, and Technology. Learning, Design, and Technology
1
42
.
Deniz KAHRİMAN-PAMUK & Refika OLGAN. (2018) Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco Vs Ordinary PreschoolsSürdürülebilir Gelişme için Eğitimde Öğretmen Uygulamaları ve Okul Öncesi Okulların Fiziksel Ortamları: Eko ve Eko Olmayan Okulların Karşılaştırılması. Mersin Üniversitesi Eğitim Fakültesi Dergisi 14:2, pages 669-683.
Crossref
Crossref
Eleni Sinakou, Jelle Boeve-de Pauw, Maarten Goossens & Peter Van Petegem. (2018) Academics in the field of Education for Sustainable Development: Their conceptions of sustainable development. Journal of Cleaner Production 184, pages 321-332.
Crossref
Crossref
Sue Elliott & Julie Davis. 2018. International Perspectives on the Theory and Practice of Environmental Education: A Reader. International Perspectives on the Theory and Practice of Environmental Education: A Reader
163
178
.
Eva Ärlemalm-Hagsér. (2017) Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings. International Journal of Early Childhood 49:3, pages 411-427.
Crossref
Crossref
Santiago Rojano Ramos & Mª Ángeles Jiménez López. (2017) Propuesta didáctica de espacios ambientales en las aulas de Educación Infantil. Innoeduca. International Journal of Technology and Educational Innovation 3:1, pages 66-74.
Crossref
Crossref
A. Chatzifotiou & K. Tait. 2017. Sustainable Development Research at Universities in the United Kingdom. Sustainable Development Research at Universities in the United Kingdom
45
61
.
Anne Kultti, Jonna Larsson, Eva Ärlemalm-Hagsér & Ingrid Pramling-Samuelsson. 2016. International Research on Education for Sustainable Development in Early Childhood. International Research on Education for Sustainable Development in Early Childhood
123
137
.
Cathy Mogharreban & Shannon Green. 2016. International Research on Education for Sustainable Development in Early Childhood. International Research on Education for Sustainable Development in Early Childhood
173
192
.
Hyunjung Seo & Boo-Kyung Cho. (2015) An analysis on trends of studies on early childhood education for sustainability. Korean Journal of Early Childhood Education 35:6, pages 241-269.
Crossref
Crossref
Wendy Boyd. (2015) The Tensions between Food Choices and Sustainable Practices in Early Childhood Centres. Australasian Journal of Early Childhood 40:4, pages 58-65.
Crossref
Crossref
Barbara Maria Sageidet. (2015) Bærekraftig utvikling i barnehagen - bakgrunn og perspektiver. Norsk pedagogisk tidsskrift 99:2, pages 110-123.
Crossref
Crossref
Allen Hill, Sherridan Emery, Di Nailon, Janet Dyment, Seyum Getenet, Nadine McCrea & Julie M Davis. (2014) Exploring how Adults who Work with Young Children Conceptualise Sustainability and Describe their Practice Initiatives. Australasian Journal of Early Childhood 39:3, pages 14-22.
Crossref
Crossref
Eva Ärlemalm-Hagsér. (2014) Participation as ‘Taking Part In’: Education for Sustainability in Swedish Preschools. Global Studies of Childhood 4:2, pages 101-114.
Crossref
Crossref
Helen Kopnina & Frans Meijers. (2014) Education for sustainable development (ESD). International Journal of Sustainability in Higher Education 15:2, pages 188-207.
Crossref
Crossref
Helen Kopnina. (2012) Evaluating education for sustainable development (ESD): using Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale. Environment, Development and Sustainability 15:3, pages 607-623.
Crossref
Crossref
Shu-Nu Chang Rundgren & Thórunn Jakobsdóttir. (2022) Icelandic Preschool Teachers’ Reflections on Education for Sustainable Development - Concepts, Curriculum and Teacher Training. SSRN Electronic Journal.
Crossref
Crossref