Abstract

This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.

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