Article 2 – Nurturing Sustainability and Global Citizenship in Early Childhood Education (Ages 3–5)

• Article 2: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025)
• Author: Sarika Passi
• Position: Headmistress (Pre Primary), Bal Bharati Public School, Noida

Abstract

This article examines the integration of sustainability and global citizenship education within Early Childhood Education (ECE) for children aged three to five. It underscores the significance of early intervention in shaping lifelong values, attitudes, and behaviours aligned with the United Nations’ Sustainable Development Goals (SDGs). Through pedagogical approaches such as project-based learning, storytelling, play, outdoor activities, and digital exploration, young learners are engaged in developing critical competencies including empathy, critical thinking, and environmental responsibility. Practical strategies for educators to promote sustainable habits and foster active citizenship are outlined, emphasizing the role of early experiences in nurturing a deep, enduring connection to the natural world.

Planting the Seeds of Sustainability

In a world facing urgent environmental and social challenges, preparing future generations to live sustainably has never been more important. Early Childhood Education (ECE), particularly for children aged three to five, provides a powerful opportunity to introduce the principles of sustainability and the United Nations’ Sustainable Development Goals (SDGs). These formative years-when the brain develops the fastest are critical for shaping values, behaviours, and attitude that last a lifetime.

By integrating sustainability into learning through storytelling, play, hands-on projects, digital exploration, and outdoor activities, educators can plant the seeds of critical thinking, empathy, and global citizenship in our youngest learners.

Instilling a Sustainability Approach from the Foundational Years: The ‘Catch Them Young’ Approach

The concept of “catch them young” is grounded in neuroscience. Between the ages of three and eight, children’s brains are highly receptive, making this the ideal time to instill values that shape lifelong habits. In the words of Maria Montessori, “The things he sees are not just remembered; they form a part of his soul” emphasizing that early impressions are profound and lasting. Teaching sustainability at this age and stage doesn’t just inform children-it shapes their identity and moral compass.

Pedagogical Approaches to Sustainability in Early Learning

 

Project-Based Learning: From Theory to Action

Children thrive through hands-on experiences, making project-based learning (PBL) an effective and engaging way to introduce abstract sustainability concepts. Through carefully designed projects, young learners can explore real-world topics in meaningful ways:

• Mini vegetable gardens: Plant herbs or flowers to understand plant life cycles, food origins, and ecosystem importance
• Classroom recycling corners: Learn about waste segregation and responsible consumption
• Compost bins: Teach children about sustainability by composting leftover/spilled food
• Water cycle experiments: Explore environmental processes through simple experiments
• Bird feeders: Support local wildlife while learning about ecosystems
• Recycled art: Create art from recycled materials

Tales That Teach, Rhymes That Reach

Young minds naturally respond to rhythm and storytelling, making stories and rhymes highly effective tools for introducing complex concepts:

Inspiring Stories:

• The Adventures of Eco-Ella: Follows a curious girl on a mission to protect the Earth
• The Magic Garden: A gentle tale about nurturing plants and caring for nature
• The Little Rabbit’s Big Clean-Up: Instills responsibility through proactive efforts

Educational Rhymes:

• The Recycling Song: Turns waste management into a catchy tune
• The Water Conservation Rhyme: Emphasizes saving every drop
• The Sunshine Song: Introduces renewable energy playfully
• Ek Chhota Beej, Zameen Ke Andar Tha: Induces curiosity about plant life cycles
• Bits of Paper: Instills cleanliness and judicious paper use

Toys and Games: Learning Through Play

Toy-based pedagogy taps into children’s natural instinct to play, offering an enjoyable way to introduce sustainability concepts:

Educational Toys:

• Recycling sorting toys: Help children grasp waste segregation basics
• Eco-warriors: Serve as playful role models inspiring environmental care
• Solar-powered playsets: Provide early understanding of renewable energy

Interactive Games:

• Eco-Match: Memory challenge with recyclable materials
• Sustainable Scavenger Hunts: Encourage curiosity and nature observation
• Green Energy Board Game: Introduce clean energy choices through gameplay

Traditional games like Poshampa, Dog in the Bone, and Hopscotch can be adapted to include themes of nature, recycling, and conservation.

Digital Integration

Modern technologies complement hands-on experiences:

• Educational apps: Focus on recycling, conservation, and SDGs
• Virtual field trips: Explore remote environments from the classroom
• Digital simulation games: Practice decision-making around resource management

Outdoor Learning: Nature as the Classroom

Engaging in physical activities and outdoor play fosters deeper connections to nature:

Nature-Based Activities:

• Nature walks: Observe insects, plants, and animals firsthand
• Outdoor art: Create using leaves, twigs, and stones
• Forest play: Build and explore using natural materials
• Yoga in the park: Animal poses using nature-inspired movements
• Barefoot sensory walks: Improve sensory awareness through varied natural textures

Health and Well-being Integration (SDG 3):

• Nature scavenger hunts: Encourage physical movement and mindfulness
• Relay races with eco-twist: Combine fitness with environmental awareness
• Cooperative building games: Use natural materials for construction projects

Building Core Competencies and 21st Century Skills

Sustainability education builds core competencies in young children through age-appropriate, hands-on activities:

Critical Thinking Development:

Pose simple, real-life questions like “What happens when we throw plastic in the ocean?” and guide children through visual stories or sensory play to explore pollution effects.

Empathy Building:

Role-play activities where children pretend to be trees, sea animals, or plants help them imagine how living beings feel when their habitat is harmed.

SDG-Themed Activities:

• SDG 6 (Clean Water): Water-saving experiments comparing tap usage
• SDG 14 (Life Under Water): Sensory bins showing pollution effects on marine life
• SDG 15 (Life on Land): Tree planting and bird feeder creation

Implementation Strategies for Educators

Making It Routine:

• Assign roles like “Aqua Angels” to remind others to turn off taps
• Daily “nature moments” to observe plants or weather changes
• Classroom recycling projects with paper and plastic sorting

Using Real-Life Examples:

• Share stories or photos of rainwater harvesting
• Take walks to observe community trees
• Involve children in simple recycling projects

Encouraging Reflection:

Ask open-ended questions like:

• “Why should we care for trees?”
• “What can we do to help animals?”

Celebrating Efforts:

• Award “Eco Star” badges for positive actions
• Recognize turning off lights, reusing materials, or helping water plants
• Celebrate festivals in eco-friendly ways (water conservation during Holi, energy saving during Diwali)

Teacher Modeling:

Use locally available, low-cost, eco-friendly materials:

• Leaves, pebbles, twigs for art projects
• Old fabric scraps and cardboard boxes for play
• Newspaper for learning activities
• Create puppets from old socks
• Make collage art from used magazines

Conclusion: Creating a Lasting Impact

“The principal goal of education is to create men and women who are capable of doing new things, not simply repeating what other generations have done.” -Jean Piaget

Instilling the values of sustainability from a very young age is not just an educational goal-it is a moral imperative for shaping responsible, compassionate citizens of tomorrow. Early childhood is a critical window where habits, attitudes, and routines begin to form, making it the ideal time to introduce concepts of environmental care, empathy, and social responsibility.

When sustainability becomes a natural part of everyday learning, we empower children to think critically, act mindfully, and make choices that positively impact their communities and the planet. As we guide our youngest learners with attention and care, we plant the seeds of change that will grow into a future defined by thoughtful actions, shared responsibility, and lasting stewardship.

References

• Davis, J. M. (2015). Young children and the environment: Early education for sustainability (2nd ed.). Cambridge University Press.
• Elliott, S., & Young, T. (2016). Research in early childhood education for sustainability: International perspectives and provocations. Routledge.
• Montessori, M. (1967). The absorbent mind. Holt, Rinehart and Winston.
• Piaget, J. (1973). To understand is to invent: The future of education. Grossman Publishers.
• United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.
• Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975–990.