To know, to decide, to act: the young child’s right to participate in action for the environment

Abstract

This article draws on a research study that focused on young children’s involvement in an environmental curriculum that created for them opportunities to display their competence and confidence through knowing, deciding and acting for the environment within a supportive early childhood setting. When young children are involved in making decisions that affect their lives, including those decisions regarding sustainability and the natural environment, they are capable in contributing to the decision-making that leads them to purposeful action. The research revealed the importance of honouring the young child’s right to know about social and environmental issues; to be part of conversations and possible solutions; to have their ideas and contributions valued; to seek solutions with others in order to be able to take meaningful action. The article explores the notion that when the rights of young children are respected, they are confident advocates for the environment and for a more sustainable world.

Keywords:

• education for sustainability
• participation
• competence
• early childhood
• children’s rights

Acknowledgements

I would like to acknowledge the valued contribution that Sue Vaealiki has made to this research study. I also appreciate the support from the children, teachers and parents at Kidsfirst Kindergarten Lyttelton, Christchurch, New Zealand. Children’s names have been changed to ensure confidentiality. Thanks, also, to Associate Professor Judith Duncan, for her valuable critique of the article.