Pedagogy and practice for climate change in early childhood education
JOURNAL OF CHILDHOOD, EDUCATION & SOCIETY, cilt.7, sa.3, ss.370-377, 2026 (Scopus, TRDizin)
- Yayın Türü: Makale / Kısa Makale
- Cilt numarası: 7 Sayı: 3
- Basım Tarihi: 2026
- Doi Numarası: 10.37291/jces.1131
- Dergi Adı: JOURNAL OF CHILDHOOD, EDUCATION & SOCIETY
- Derginin Tarandığı İndeksler: Education Source Ultimate (EBSCO), Scopus, Central & Eastern European Academic Source (CEEAS), Educational research abstracts (ERA), EBSCO Education Source, Psycinfo, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.370-377
- İstanbul Kültür Üniversitesi Adresli: Evet
Özet
The current climate crisis raises fundamental questions about the conditions of childhood and the purposes of early childhood education. United Nations Children's Fund’s (UNICEF) (2021) Children’s Climate Risk Index situates children’s exposure to climate and environmental hazards alongside the vulnerabilities arising from inadequate access to essential services, demonstrating why ecological disruption must also be understood through children’s rights and social inequality. For early childhood education, this perspective brings the environments in which children live, learn and play into the centre of educational concern. It also demands careful consideration of how children can participate in understanding and responding to environmental change without being assigned responsibility for resolving crises produced and sustained by adult institutions. In this thematic issue, we therefore propose a pedagogical and ethical approach to climate change education in early childhood that connects emerging understandings of environmental processes with children’s lived experiences, emotional lives and opportunities for meaningful participation. Its significance lies both in supporting learning about a changing world and in examining how educational practices can contribute to more just and liveable conditions within it.