Abstract:
The concept of sustainability has gained prominence due to humanity's problematic relationship with
nature, causing unprecedented problems that threaten the existence of numerous living beings,
including humans. In response to this crisis, scholars from diverse backgrounds in environmental
sustainability and early childhood education emphasise the importance of early education on the
subject. While many studies have examined sustainability education in formal settings such as early
childhood learning centers, there has been less attention given to children's learning about
sustainability within the family setting. This study draws upon cultural-historical theory to investigate
how young children learn and develop the concept of sustainability within their family context.
Employing a qualitative methodology, data were collected from three focus children’ families over
ten months. The data comprised eight hours of digital video recordings of children's engagement in
various activity settings at home, three hours of interviews with parents, ten photos taken by parents
accompanied by short descriptions of the activities depicted, and informal conversations utilized to
clarify the data as necessary. This presentation focuses on Paula, a four-year-old living in Melbourne.
The data were analysed using cultural-historical concept of everyday and scientific concepts and the
concept of the development of motives.
The findings highlight two important aspects of family pedagogy concerning children’s learning about
sustainability through parents’ intentional teaching and their responsiveness to the child’s interests
and motives. Paula’s parents deliberately introduced sustainability-related concepts, such as waste and
waste management to her in everyday experiences. These experiences were distinguished by their
alignment with Paula’s interests, including food-related activities, nature, books, and hands-on
experiences. This paper argues that parents can take children’s perspectives, to create motivating
conditions in supporting children’s exploration of sustainability-related concepts in meaningful and
engaging ways. As Vygotsky argues, such learning at the everyday level is essential for later scientific
understanding of the concept of sustainability in her life. The study contributes to a more nuanced
understanding of how families can utilise opportunities within their everyday lives to teach children
about sustainability from an early age.
Keywords: the concept of sustainability, everyday and scientific concept formation, early childhood,
development of motive
nature, causing unprecedented problems that threaten the existence of numerous living beings,
including humans. In response to this crisis, scholars from diverse backgrounds in environmental
sustainability and early childhood education emphasise the importance of early education on the
subject. While many studies have examined sustainability education in formal settings such as early
childhood learning centers, there has been less attention given to children's learning about
sustainability within the family setting. This study draws upon cultural-historical theory to investigate
how young children learn and develop the concept of sustainability within their family context.
Employing a qualitative methodology, data were collected from three focus children’ families over
ten months. The data comprised eight hours of digital video recordings of children's engagement in
various activity settings at home, three hours of interviews with parents, ten photos taken by parents
accompanied by short descriptions of the activities depicted, and informal conversations utilized to
clarify the data as necessary. This presentation focuses on Paula, a four-year-old living in Melbourne.
The data were analysed using cultural-historical concept of everyday and scientific concepts and the
concept of the development of motives.
The findings highlight two important aspects of family pedagogy concerning children’s learning about
sustainability through parents’ intentional teaching and their responsiveness to the child’s interests
and motives. Paula’s parents deliberately introduced sustainability-related concepts, such as waste and
waste management to her in everyday experiences. These experiences were distinguished by their
alignment with Paula’s interests, including food-related activities, nature, books, and hands-on
experiences. This paper argues that parents can take children’s perspectives, to create motivating
conditions in supporting children’s exploration of sustainability-related concepts in meaningful and
engaging ways. As Vygotsky argues, such learning at the everyday level is essential for later scientific
understanding of the concept of sustainability in her life. The study contributes to a more nuanced
understanding of how families can utilise opportunities within their everyday lives to teach children
about sustainability from an early age.
Keywords: the concept of sustainability, everyday and scientific concept formation, early childhood,
development of motive