In 2021, the Government published its net zero strategy, with ‘a legally binding target to reduce greenhouse gas emissions to net zero by 2050’.
Realising this policy objective is a challenge, especially given competing policy agendas, but in 2022, the Department for Education launched its ‘sustainability for education and children's services systems’ strategy. Within it the message was that we all have an important role to play in safeguarding our planet. Climate education is a key theme, and within this a stated desire to give children a greater connection to nature.
Because of this the DfE's Early Years Unit approached me to develop a small supporting document (Sustainability Matters) that would allow early childhood settings to understand how the strategy relates to them. This resource is focused on the UN's Sustainable Development Goal (SDG) 13 on limiting and adapting to climate change and sits alongside the larger resource I produced with NCFE (see Further information), which provides details of all SDGs.
WHERE TO START?
In the EYFS, the Characteristics of Effective Learning highlight the need for children to be playing and exploring, actively learning and creating and thinking critically. These characteristics align with many of the sentiments in the DFE's strategy, the sustainable development goals and the Global Education Monitoring Report(2016) that advocates for a transformative education, embedding creative and critical thinking skills for the 21st century. Sustainability Matters in Early Childhoodis not about making children ‘saviours’ of their planet or creating more eco anxiety, but recognising that young children are capable of thinking about societal issues which can be discussed sensitively through provocations and experiments.
Examples from different contexts in early childhood are provided that will support practitioners in understanding how they can embed SDG 13 into their pedagogical practice successfully. One such example is from a young boy, Kenton Plumb, 5, who is home educated. Kenton was interested in different weather systems around the world and being able to compare them with temperatures at home. He had heard a discussion about climate change on the radio and had started to make connections about rising temperatures. Using Google Earth, Kenton investigated different parts of the world and was particularly interested in the melting ice caps. Gemma, his mum, asked him what he thought would happen to the ice there if the Earth warms up, and his response showed a clear understanding of the materials, replying that the ice would melt. They then talked about where the water would go. To support his understanding further, they did an experiment, with cubes of ice representing ice caps, coconuts for mountains, leaves for trees, and a towel representing land. As the ice melted, it caused the water to overflow onto the towel. This prompted further discussions and as co-researchers they made estimates and predictions about the ice in the context of Antarctica and Alaska. Once the ice had melted in the bowl, Kenton then put a stone into the bowl which represented a small island being covered by the water. This demonstrated an understanding of the effects of climate change and was an authentic learning exchange.
WORKING TOWARDS NET ZERO
Another key element of the DfE strategy is to encourage a reduction in our environmental footprint.
Childbase Partnership, which has 45 settings, has pledged to reach net zero by 2030. Carl Jones, the company's environment lead, said, ‘We opted to formally measure and accredit our annual carbon emissions. What became clear, via reports from the Intergovernmental Panel on Climate Change amongst others, was a relatively progressive target of 5 per cent reduction year-on-year was not quick enough. The opportunity arose to trial Planet Mark's “Zeroby30” programme [to] bring our emissions to net zero by the end of the decade.’
This involved developing costed strategies with carbon reduction consultancy Brightest Fuels, encompassing heating, lighting, vehicles, catering, supply chain and commuters. Childbase has spent £270,000 on an LED upgrade, near real-time electricity and gas meter monitoring, and invested in electric vehicles and chargers.
Since measuring carbon dioxide emissions, Childbase has made a reduction of 300 tonnes of carbon dioxide equivalent (CO2e) since 2018. These savings have been made despite Childbase expanding its nursery portfolio.
Jones also stressed the importance of having a flexible environment policy so that the yearly data from carbon footprint reports can be fed into it through yearly reviews, as well as setting realistic but sustainable ambitions.
ECO ANXIETY
Children want to learn about the world around them. However, there is increasing concern about ecological anxiety as a result of climate change. A 2020 survey of child psychiatrists in England highlighted that more than half (57 per cent) are seeing children and young people distressed about the climate crisis and the state of the environment. A British Medical Journal blog by public health academics from University College London said, ‘The best chance of increasing optimism and hope in the eco-anxious young and old is to ensure they have access to the best and most reliable information … Especially important is information on how they could connect more strongly with nature, contribute to greener choices at an individual level, and join forces with like-minded communities and groups. Spending time in nature … is one of many actions suggested by the Royal College of Psychiatrists to manage eco-distress in children and young people. Helping individuals to build their emotional resilience and optimism is also of benefit.’
The early childhood sector clearly has a key role to play in connecting children with nature, spending lots of time outside, building resilience and giving them agency by answering their questions honestly.
In the opening to the DfE's education sustainability strategy, then education secretary Nadhim Zahawi wrote, ‘The challenge of climate change is formidable. For children and young people to meet it with determination, and not with despair, we must offer them not just truth, but also hope.’
Sustainability Matters: factbox
- Sustainability Matters is about sustainability, climate action and giving children agency, in line with the United Nations Convention on the Rights of the Child (UNCRC), which acknowledges the importance of all aspects of children's lives, politically, socially, economically and culturally.
- The resource highlights the need for practitioners to listen to, respect and act upon issues with children regarding Climate Action (SDG 13), through provocations rather than emphasising assessment opportunities or learning outcomes. It provides provocations through literature, imagery, activities, and acknowledges that children themselves may provide the original stimulus to follow.
- Each example of practice demonstrates links specifically to Climate Action, but a table follows each example, highlighting the links to all 17 Sustainable Development Goals, recognising the interconnection of sustainability.
- Search for ‘Sustainability Matters in Early Childhood’ on NCFE's website to find it.
FURTHER INFORMATION
- Dr Boyd is a freelance consultant. Contact dianeboyd_23@hotmail.co.uk
- An Early Childhood Education for Sustainability resource that embeds the Sustainable Development Goals and STEM into pedagogical practice: bit.ly/3XcaSwX
- Sustainability and climate change: a strategy for the education and children's services systems: www.gov.uk
- UN Conventionon the Rights of the Child: www.unicef.org.uk
- ‘UK's path to net zero set out in landmark strategy’: bit.ly/3NplFR4
- ‘Net zero strategy shows UK will miss 2030 emissions cuts target’ – The Guardian
