Changing Theories and Pedagogies in ECEfS

In this chapter, the traces of changing theories and pedagogies across ECE and the EE/EfS/ESD fields—from the seventeenth to the twenty-first centuries—are outlined. These are changes that have led to current understandings of ECEfS that rethink the role of ECE as positioning the rights of children to be agents of change in challenging and troubling times. Further, the shift from the Anthropocene to the Ecocene is discussed as well as how transformative EC pedagogies can respond—globally and locally—to climate change, inequalities, and inequities.