The Contribution of ECE to a Sustainable Society (UNESCO)

At first, I was overwhelmed when I down loaded this article. To make it less intimidating, I decided to read over the contents and decide which articles was most interesting. After looking at the first two, I decided to read the entire article.
Overall, there was a consensus of amoung the participants that ensuring access to quality of early childhood care and education for all children with an important pre-condition that enables societies to be sustainable as well as an essential goal towards which all countries must strive. Every child has the right to adequate care, learning, development, and protection, and a sustainable society is where everyone's rights are recognized, respected and fulfilled. Increasing investment in improving access, quality, and equity of early childhood provision and supporting families is an urgent necessity. This requires government commitment and leadership, around which other stakeholders, including international and donor communities, can be mobilized (Chalmer, 2006). According to Delors (1998), the four pillars of learning proposed by the Delors Report (UNESCO, 1998) learning to be, learning to do, learning to learn, learning to live together- are so relevant in developing early childhood education in service of sustainable development.
Fuji and Izumi (2007) explains the Silkworm Project in Kyoto Japan. This project at the Takatsukasa Hoikuen Childcare Center is a hands on environmental educational program for children. The children learn how to nurture, care, and maintain the silkworms. This project begins at the age of three and continues with the children as the get older.
I believe that this type of learning can happen in Hawai`i. There are so many natural resources that can be used in the classroom.