ABSTRACT

Education for sustainable development (ESD) has been a worldwide topic in educational sectors, which aims to create a sustainable world. This paper examines the ways that the notion of ESD emerging from early childhood practices in China. Findings were reported from a qualitative case study, which involved seven participants from two kindergartens in China. Evidence from multiple methods was used to demonstrate teaching practices related to ESD and understand teachers’ responses. The findings revealed that environmental education as an aspect of ESD had been included in the kindergarten curriculum in China, which was conducted through teacher-initiated group activity and daily routines. However, not much attention had been paid to the social dimension and especially the economic dimension. This paper argues that the implementation of ESD in kindergartens in China should involve more dimensions to equip children with the knowledge of sustainable development of the environment, society, and economy.

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