We are driven by a firm belief that in early childhood education, we have an ethical responsibility to care and to act for sustainable futures for all, irrespective of the troubling political landscapes that thwart our calls for quantum global changes.
In a recent compilation of articles about children and climate change, Currie and Deschenes () make it patently clear that today’s children will bear the brunt of climate change for years to come, their well-being and development will be negatively impacted, and global inequities for children will be exacerbated.
OMEP aims to support the opportunities for all young children to access quality early childhood education and care programs.
OMEP was established in 1948 and has active membership in over 70 countries.
In summary, we advocate for ongoing research that may examine the hidden conditions and structures that reproduce unsustainable and inequitable thinking, acting and policies in ECE.
In this special edition of IJEC, we are pleased to share a collation of nine papers that begin to address our concerns for ECEf S and promote directions for research in order move forward.While the UN Gothenburg Recommendations (UNESCO , p. The report identified four foci for moving forward: deepening the research base; approaching learning in community-based and holistic ways; educating families as well as children; and implementing training for early childhood educators.There is no question these foci significantly align with philosophies and pedagogies in early childhood education and moreover, with broad systemic approaches to sustainability, multi-level coordination, engagement of diverse stakeholders and implementation of localised initiatives.Further, the current seventeen UN Sustainable Development Goals (SDGs) () acknowledge that approaches to sustainability must be multifaceted including quality education, health, gender equity, economic growth, peace and partnerships.In times of such complex and dynamic uncertainties for children, we argue individual and global ignorance and inaction are not an option.These potentially groundbreaking shifts are feasible. Notably, the first focal area of deepening the research base is now tangibly evident.In 2009, Davis identified the paucity of published ECEf S papers in a mapping review of relevant journals; some 5 years later Somerville and Williams ().Please note, we are currently updating the 2018 Journal Metrics.The International Journal of Early Childhood (IJEC) provides an important voice for research with young children and children’s early education and care, across various social and cultural contexts, with a focus on children aged from birth to 8 years.Thirdly, there is a significant call for studies of transformational pedagogies through multiple and holistic approaches in higher education (Higgins and Thomas ).Studies that scrutinise institutional cultures both in universities and early education settings and seek to disrupt thinking and co-construct new pedagogies and knowledges are required.