Conclusıon

Abstract

This idea of the book – Promoting Transformative Practices for Sustainability in Early Childhood Education and Care: Cultivating Critical, Participatory and Emancipatory Educational Approaches – derived from EECERA Sustainability in Early Childhood Education Special Interest Group (SIG)’s attempts to reach many academicians, teachers and practitioners who are interested in sustainability but not sure how to start sustainability transformation firstly in their local environment with the support of children families and community members. Therefore, we embark on sharing some praxis from different countries with the contribution of researchers having different academic and research backgrounds and experiences and maturity from junior to senior in the various countries (such as Australia, Italy, Sweden and Türkiye) in the world. In this way, readers could explore multiple countries’ policies related to sustainability while reading the chapters on countries’ sustainability practices. Moreover, the audiences could discover not only practices on children but also families, teachers and pre-service teachers in ECE. We believe that this discovery gives them sparking points for their future research, education and practices. In this chapter, we share the analysis and outcomes of all chapters. As the editors, we complete the chapter by presenting the highlights of the chapters to the audience.