The Untapped Potential of Early Childhood Education for Planetary Health: A Narrative Review

Abstract

The United Nations Children’s Fund (UNICEF 2021) declared climate change as a major threat to children’s rights and their health. Young children need to be equipped with the competencies to live a sustainable lifestyle that promotes planetary health. Education, and early childhood education (ECEC) in particular, plays a vital role in achieving this. The narrative review in this chapter draws on the literature related to ECEC and planetary health to suggest the introduction of early childhood education for planetary health, an emerging field of research currently characterised by paucity of literature. To reduce the considerable lack of research, a broader range of research needs to be conducted to support the field and provide preliminary guidance to move the field forward. Therefore, narrative reviews such as this one can provide some preliminary guidance. As a result of this review process, suggestions are identified for future research, policy and practice.