Join the Center for Sustainable Futures at Teachers College, Columbia University and the Israeli Institute of Education for Sustainability at Kibbutzim College for the upcoming session of the International Workshop on Environment, Sustainability, & Education: Wednesday, February 15, 2023, 9:00am ET. Lisa Wright and Sarah Duer will be presenting “Sustainability and the Environment in Early Childhood Education: A Portraiture of the Hollingworth Preschool” (extended abstract is available below). The webinar is open to the public.
Extended Abstract
The Harvard Center for the Developing Child (2021) offers persuasive evidence that the most critical period for establishing the architectural foundation of the brain is between the prenatal months through age 3. Within a supportive and collaborative environment, robust stable brain development continues through age 5. These early childhood years are the optimal time for children to embed lifelong dispositions, a sense of agency and empowerment, and an interconnectedness between self, others, and the Earth. It naturally follows that this time must include what is vitally important. These experiences will be carried into adulthood shaping a sense of self, values, and responsibility.
Early childhood programs must immerse children in developmentally appropriate and authentic environmental and sustainability practices throughout the day. Yet, research points that the absence of and resistance to integrating ESE into early childhood education is not uncommon (Elliott, S. & Davis, J. 2009). A more recent analysis of publications concludes that while research has increased, papers largely focus on science and the environment (Somerville M, & Williams, C. 2015). As we continue to immerse ourselves in the literature, engage in site visits, and exchange conversations with colleagues, we find that in early childhood the focus is narrow. As ASCD (2019) states ESE in, “early childhood … start(s) with gardening.”
At Hollingworth Preschool, on the campus of Teachers College, Columbia University, we hold a deep commitment interweaving ESE into our interdisciplinary approach and the rhythm of each day as we authentically live this mission with the children, teachers, and loved ones. Our preservice and in-service teachers engage in reflection, cycles of inquiry and professional learning to learn and share ideas Our loved ones join us for book talks and conversations. At Hollingworth there is a deep sense of community, a culture of care, and a strong home school connection. Thus, this is a necessary imperative of work.
The children’s sense of wonder, curiosity, creativity, and agency engender a deep and constant love for the Earth and their place as its caretakers. As we engage in the daily practices of reducing, reusing, and composting; ensure an optimal environment for our abundant plants; and strive to minimize our carbon footprint; we grow the children’s agency. We honor the children’s countless questions through place-based learning as well as citizen scientists as we track migration patterns and phenology. The children share natural artifacts pulled out of pockets and backpacks. Huddle together, they grapple with many ideas as we listen and they lead the way. These precious specimens (only collected when no longer alive) are placed on our special table where children can draw, observe with a hand lens, and talk about why everything is so important to both ourselves and the Earth. When children pose an inquiry, we scaffold them as they set up trials, observe, make prototypes, and become the experts. Our classroom library includes a large collection of children’s literature, many written and illustrated by indigenous authors. From these books we learn about sustainability, the environment, and how we care for the Earth. As we read, the children are always making a connection to their own experiences. We also sing as the music captures their souls about “this pretty planet.” And finally, our classroom is filled with manipulatives created from natural materials as well as from companies who use recycled products. As we present the fullness of this approach during our talk, we will highlight some of our favorite material, children’s books, songs, and more.
Why do we do all of this? We know this is the critical time for children to become caretakers of the Earth, to fall in love with nature, to learn daily practices, and to know that their voice and actions are empowering. We are guided by the teachings of Maxine Greene and Rachel Carson, our two North Stars. As Maxine tells us, part of teaching is helping people create themselves. Rachel calls upon us to nurture this creation by always being mindful that it is not half so important to know as to feel. Their legacy centers us as we carry out this essential work. What could be more worthy?