Deniz Kahriman-Pamuk

This study aims to examine how forest school practices support Early Childhood Education for Sustainability (ECEfS) and to explore how sustained engagement with nature extends or challenges the existing 7R themes (Reduce, Reuse, Recycle, Redistribute, Respect, Reflect, and Rethink). Using a qualitative case study design, the research was conducted in a forest school in Türkiye and involved semi-structured interviews with five preschool teachers, as well as structured and unstructured classroom observations. Data were analysed through a systematic three-level content analysis guided by the 7Rs. The findings reveal that ECEfS is enacted through interconnected practices of reducing consumption, reusing materials, recycling through composting, redistributing resources, rethinking, reflecting, and fostering respect. However, sustained and immersive engagement with nature emerged as a distinct pedagogical dimension not fully captured by the existing 7Rs, leading to the identification of an eighth theme: Reconnect with Nature. By addressing a gap in the literature regarding how sustainability is enacted in nature-based early childhood settings, the study contributes conceptually by extending the 7R themes and empirically by illustrating how teachers integrate sustainability into everyday forest school practices. The findings have important implications for practice, policy, and research, suggesting that ECEfS should prioritise daily sustainability routines, teacher-led reflective and relational pedagogies, and sustained immersion in natural environments. Furthermore, policy frameworks and teacher education programmes should explicitly recognise nature connection as a core component of ECEfS. Finally, future research should examine the long-term impacts of such approaches across diverse educational contexts.

This study aimed to explore preschool teachers' knowledge, attitudes and practices regarding early childhood education for sustainability within the framework of sustainability literacy. To achieve this, we validated the Sustainability Literacy Survey, combining three sections: the Sustainable Development Knowledge Scale, the Attitude toward Sustainable Development Scale and the Early Childhood Education for Sustainability Practices Scale. The survey assesses teachers' understanding of sustainability concepts, their willingness to incorporate sustainability into their teaching, and how they implement sustainability‐related practices in their classrooms. We collected data from 345 teachers serving at public and private preschools in Türkiye. Participants varied in teaching experiences and educational backgrounds. Analyses began with exploratory and confirmatory factor analyses to establish the validity and reliability of the three scales. Then, we conducted correlation and regression analyses to examine the relationships among knowledge, attitudes and practices, while t‐tests identified differences based on external factors such as school type. The results indicated that education for sustainability practices is primarily driven by teachers' knowledge and attitudes rather than their education level. Although in‐service and preservice programs correlated sustainability‐related understanding, this knowledge did not directly predict classroom practices. Instead, positive attitudes emerged as the critical factor linking knowledge to sustainability practices.

The research aims to examine the executive functions (EFs) of children who attended a forest kindergarten. Therefore, a case-study approach is utilized to scrutinize how participants in this study constructed their executive function within a particular case. The study group consists of 35 children aged 50-70 months (17 females, 18 males) in a forest kindergarten in Mersin. The data were collected via observations and interviews. The results based on observations during forest time and the teachers' views showed that the time spent in the forest supports EF's components. Therefore, a kindergarten's adoption of the forest school approach contributes positively to the development of children's executive functions (EFs). Based on this result, it is recommended to expand this approach in kindergartens.

Background/Objectives: While studies suggest that young children can learn and think about sustainability, most research has focused on children aged three to five, leaving a significant gap in understanding how to engage toddlers (one to three years of age) in early-childhood education in sustainability (ECEfS). This study aims to address this gap, a crucial and often overlooked area, by investigating preschool teachers’ views of ECEfS and their daily practices for nurturing sustainability in a toddler group in a Swedish preschool. Methods: We employed a case study approach, incorporating observations, interviews, and document analysis for data collection. Qualitative techniques were used for data analysis. The research was conducted with a strong commitment to ethical considerations, including obtaining participants’ consent, ensuring confidentiality and privacy, informing them of their right to withdraw, and maintaining anonymity. Results: The findings demonstrate that the teachers possessed a solid understanding of education for sustainability and were capable of effectively implementing sustainability-related daily practices in toddler groups. By creating suitable learning environments and integrating sustainability issues into daily classroom activities, they enhanced the children’s overall learning experiences. Conclusions: This study’s findings underscore the pivotal role of educators in shaping the mindsets and behaviors of future generations, thereby supporting the long-term goals of sustainable development. By nurturing toddlers’ innate curiosity and harnessing their brains’ plasticity, educators can effectively engage toddlers in ECEfS and promote sustainable development from an early age. This study’s implications highlight the need to prioritize ECEfS during toddlerhood to realize the full potential of this critical investment in the future of our planet.

Background/Objectives: While studies suggest that young children can learn and think about sustainability, most research has focused on children aged three to five, leaving a significant gap in understanding how to engage toddlers (under three) in early childhood education for sustainability (ECEfS). This study aims to address this gap, a crucial and often overlooked area, by investigating early childhood teachers' perceptions of ECEfS and their pedagogical practices for nurturing sustainability in a toddler group in a Swedish preschool. Methods: The study employed a case study approach, incorporating observations, interviews, and document analysis for data collection. Qualitative techniques were used for data analysis. The research was conducted with a strong commitment to ethical considerations, including obtaining participants' consent, ensuring confidentiality and privacy, informing them of their right to withdraw, and maintaining anonymity. Results: The findings of this study bring hope. They indicate that teachers understand education for sustainability and can implement sustainability-related pedagogical practices in a toddler group. They can create suitable learning environments and establish connections between sustainability issues and daily life activities in the classroom, enhancing the children's overall learning experience. Conclusions: The study's findings underscore the pivotal role of educators in shaping the mindsets and behaviors of future generations, thereby supporting the long-term goals of sustainable development. By nurturing toddlers' innate curiosity and harnessing their brain's plasticity, educators can effectively engage toddlers in ECEfS and promote sustainable development from an early age. The study's implications highlight the need to prioritize ECEfS during toddlerhood to realize the full potential of this critical investment in the future of our planet.

This article is dedicated to examining a bilateral project established between the Republic of Korea and Türkiye, with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability (EfS) within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding three pillars of sustainability and 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformation regarding sustainability and early childhood education for sustainability. The data were collected through pre-post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers’ sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.

The current study aims to understand the expectations of pre-service preschool teachers regarding what kind of environment we will live in in the future and the reasons behind these expectations in terms of sustainable development (SD). To this end, the current study was conducted based on a phenomenological model with the participation of 77 pre-service preschool teachers. The participating pre-service teachers were first asked to draw the future environment they expect to see. Subsequently, they were interviewed and asked to explain their drawings and why they hope to see that environment in the future. According to the study, most pre-service teachers have negative expectations about the future environment. On the other hand, there are a few positive and technology-oriented expectations. Furthermore, a significant portion of the participants explained the environmental dimension of SD. On the other hand, a small number of participants preferred to explain different pillars together by creating cause-and-effect relationships. Given the obtained findings, it is suggested that environmental education should be more widespread at every level of schooling. The political, economic, and social pillars of SD should be more extensively incorporated into the existing curriculums