Peer-reviewed article
The Mission of Early Childhood Education in the Anthropocene
Lili-Ann Wolff, Tuula H. Sarvas Skarstein, Frode Skarstein ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This peer-reviewed article examines the role of early childhood education in addressing environmental and planetary challenges of the Anthropocene epoch. Through a literature review across natural sciences, policy, educational research and philosophy, the authors argue that early childhood education needs to shift toward holistic, transformative, sustainability-oriented approaches. The study emphasizes that despite these demands, children retain their fundamental right to safe, positive and encouraging childhoods. The work does not evaluate a specific intervention but rather explores conceptual frameworks for how early childhood education can prepare children for global environmental change.
Key points
- Human activity has transgressed multiple Earth biophysical boundaries, with some researchers arguing we have entered a new geological epoch called the Anthropocene
- Early childhood education is often presented as a solution to complex environmental and social problems
- The authors argue ECE requires a fundamental shift toward more holistic, transformative, and sustainability-oriented approaches
- Children have a right to safe, positive and encouraging childhoods alongside education about planetary challenges
- The study draws on literature from natural sciences, policy documents, educational research and philosophy
Limitations
This is a conceptual literature review that does not measure child outcomes or evaluate the effectiveness of any specific educational approach. It cannot tell us whether proposed changes to early childhood education actually improve children's well-being or environmental understanding.
Abstract
During the last century, the human way of life has begun to transgress many of the Earth’s biophysical boundaries in an alarming way. The consequences of this are more dramatic and long lasting than ever before. Many researchers even argue that humanity has created a new geological epoch, which they call Anthropocene. Education, even in early childhood (EC), is often presented as a remedy for these complex problems. Yet, how can anyone prepare young children to deal with such tremendous changes? The primary aim of our study is to define and outline what the mission of early childhood education (ECE) might be in the epoch of the Anthropocene. Through a comprehensive review of the literature, we have tried to find answers about how the Anthropocene could be addressed in ECE. We have searched for answers in the natural science literature, policy documents, educational research articles and philosophy, and discuss the various standpoints we have identified. We argue that the Anthropocene demands a new, more authentic education; a change towards a more holistic, transformative, sustainability-oriented approach. At the same time, children, as always, have a right to a safe, positive and encouraging childhood.