Abstract:
This paper discusses that young children in preschool are curious and deeply interested in their immediate surroundings and they are capable learners of content knowledge. In order to be responsive to young children’s prior experiences, knowledge, the author discuss as that children’s previous experiences, knowledge and the subject content knowledge of practitioners i.e. understanding how young children develop and learn--- both require more explicit attention in order to extend children’s learning in preschools. The importance and understanding of high quality pedagogy in early childhood education and teachers’ professional development to reach the sustainable development goals are the main components that are drawn in this paper. High quality early childhood education plays an important part in building a sustainable society because it is considered as a first stage in fostering a sustainable lifestyle, where children gradually develop balanced and holistic personality. Early years education is particularly more important for young children who are from marginalized and disadvantaged sections of the society. This paper is an attempt to outline some developmentally appropriate pedagogies and practices for young children’s sustainable education and the challenges in undeveloped places.
