Moving forward from the margins: Education for sustainability in Australian early childhood contexts

The early childhood years are regarded as the most significant period for human development; yet, education investments in environmental education/education for sustainability (EE/EfS) have been largely overlooked in the early years (UNESCO 2014). This is changing, however, as internationally the uptake of sustainability by both early childhood practitioners and researchers hasve recently accelerated.; Iit would appear that, finally, sustainability is moving inforward from the margins. This chapter offers an analysis of early childhood education for sustainability (ECEfS) theory and practice in Australia - recognised as a leader in ECEfS - drawing on historical and international contexts, key theoretical perspectives and policy directions informing broader uptake. Current research highlights that such systemic change is not without tensions and challenges for the Australian early childhood field; these are also shared here. We believe the Australian experience with ECEfS offers pointers for other parts of the world that are looking to ramp up their ECEfS activities