Embedding the EYFS into the Eco-schools Programme; Visualising the journey

Eco-Schools is an initiative which encourages children and young people to engage in their environment by allowing them the opportunity to actively protect it. Eco-schools are advocates for Education for Sustainable Development (ESD) and the guidance within the Eco-Schools handbook mentions the necessity for an ‘investigation of links with the National Curriculum’ (2015/6: 5). As an English statutory framework, the EYFS (DfE, 2014) has been adapted, with notable revisions since 2007, however, the constructivist premise of this developmental framework means that there are a plethora of opportunities for young children to become aware of aspects related to the three traditional key pillars of sustainable development: environment, society-culture and economy (Brundtland, 1987). This project is in an embryonic state, with the initial phase aiming to embed the EYFS within the Eco-Schools framework. Although the seven areas of learning and development are considered, the emphasis has been on exploring how young children learn (characteristics of effective learning) and on making connections to education for sustainability. In this direction, emerging challenges and opportunities are discussed. At a later stage, phase two of the project supports the development of communities of practice (Lave and Wenger, 1991); with early years providers coming together to support each other with principles, pedagogy and practice. This paper concludes with considerations about the importance of encouraging children from an early age to explore, create meanings, develop skills, attitudes and understandings, on aspects of ecology, economy and equity as future citizens.