Creating sustainability in Early Childhood Education: From Policy to Practice

ResearchSpace/Manakin Repository

Show simple item record

dc.contributor.advisor Tesar, M en
dc.contributor.author Green, Ruth en
dc.date.accessioned 2020-02-13T01:10:52Z en
dc.date.issued 2019 en
dc.identifier.uri http://hdl.handle.net/2292/49953 en
dc.description Full Text is available to authenticated members of The University of Auckland only. en
dc.description.abstract Climate change is more relevant today than ever before. It is important than we teach our youngest generation how to navigate this changing future and how to create sustainable lifestyles. While international and national policies have started to provide a framework for this process, much still needs to be done. The key to this process is education. This thesis examines how three early childhood centres in Aotearoa New Zealand are trying to engage with sustainability in their centre policies and their everyday practice with children. Each was on a journey and each was at a different stage of development. The thesis begins by setting out the primary definitions of sustainability, followed by an outline of how international and national policy has set the context and expectations for those working in education. Discussions also focus on the types of local (national) initiatives that have been put in place. The research used a qualitative methodology, within a constructivist paradigm, to gather narratives from six early childhood teachers and managers through semi-structured interviews. The data was gathered and analysed thematically to identify key ideas and perspectives. The findings revealed that sustainability policy plays only a minor role in early childhood education, and teachers are navigating their sustainability journey independently of one another. The results of the investigation highlight the importance of the 'sustainability journey' and the need for more policy and resource support to make this more effective. This thesis discusses the complex, multi-faceted lenses of sustainability and places significance on the role of children as active agents of change. It concludes with suggestions for further research into creating policies for early childhood education, with support and guidelines relating to practice rather than theory. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265206713102091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Full Text is available to authenticated members of The University of Auckland only. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Creating sustainability in Early Childhood Education: From Policy to Practice en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 794118 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2020-02-13 en


Full text options

This item appears in the following Collection(s)

Show simple item record

http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-sa/3.0/nz/

Share

Search ResearchSpace


Advanced Search

Browse