Abstract
This chapter outlines the process of integrating Education for Sustainable Development into the curriculum of Changning Hongqiao Kindergarten in Shanghai, China. This process has taken a decade and occurred in three main periods. In the first period, the integration was mainly related to the environmental domain based on the characteristics of the curriculum in Hongqiao Kindergarten, and it served to enrich the traditional environmental education. In the second period, the integration was implemented in three (environmental, economic and sociocultural) domains, and the concentric characteristics of the objectives and the methods of integration were reviewed and refined. Finally, an innovative practice was conducted in the third period to cope with the challenges faced by the field of Early Childhood Education. These challenges were attributed to the rapid social and economic developments impacting children’s daily lives. This curricular practice facilitated the combination of new activities with social-emotional learning and the introduction of financial literacy education into the program. Portraying the coordinated and discordant aspects of Education for Sustainable Development integration into the curriculum, the authors discuss the implications for a long-term and effective development of practices and provide valuable information for similar contexts aiming to implement Education for Sustainable Development in Early Childhood Education.
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Wang, G., Gong, Y., Cui, H. (2022). Integrating Education for Sustainable Development into a Local Formal Kindergarten Curriculum: A Curricular Practice From China. In: Öztürk, M. (eds) Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-030-98962-0_8
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