Julie Davis
Queensland University of Technology

Our world today is characterised by a puzzling paradox: on the one hand, we look forward to immense opportunities with optimism; but, on the other, we are confronted with growing instability and rapid, unsettling changes.

One of the major challenges facing us is climate change.

In a very short space of time, global warming and climate change has 'hit the radar' at all levels: individually, locally, nationally and internationally. In Australia, attention to climate change and its environmental, economic and social impacts has been spurred on by deepening concerns about diminishing water supplies and rising fuel costs, and uncertainty about future energy supplies.

Other recent factors which have raised awareness and heightened concerns include:

• Al Gore's movie and book, An Inconvenient Truth, and the British Government's 'Stern review' into the economics of climate change, both released in late 2006
• the Intergovernmental Panel on Climate Change report (Intergovernmental Panel on Climate Change, 2007)
• the appointment of Tim Flannery, scientist, activist and author, as 2007 Australian of the Year.

What is global warming?

In a nutshell, global warming is the Earth being made warmer than it should be, by the increasing presence of gases that trap heat in the atmosphere. The process is similar to that of a greenhouse, where the inside air is warmed by the sun's rays and cannot readily escape.

While the trapping of heat is a natural phenomenon that enables humans to live on Earth, scientists believe the planet's climate system has become unbalanced as a result of human actions such as burning fossil fuels for energy, and the clearing and degradation of forests.

These activities have been on an upward trajectory since the Industrial Revolution and have been further 'ramped up' in recent years. A major byproduct of these human activities is CO², a gas which exacerbates the 'greenhouse effect' in the Earth's atmosphere.

What are some of the impacts of global warming?

Global warming—the increase in the Earth's temperature—causes an array of effects on the world's climate systems.

As the oceans begin to heat, adverse environmental impacts are occurring:

• increases in extreme weather events
• prolonged droughts and heat waves
• melting ice caps
• retreat of glaciers
• higher sea levels
• acidification of the oceans
• changes to marine life cycles (Lowe, 2007).

In human terms, these effects threaten coastal populations with rising sea levels, storm damage, floods and diseases; generate environmental refugees; lead to higher prices for food, shelter, water, fuel and insurance; and place greater stress upon a wide range of services and infrastructure. The overall result of global warming is a much-diminished Earth, with significantly reduced capacity to support the 9.4 billion people who are anticipated to inhabit it by 2050 (US Census Bureau, 2006)—including our own children and grandchildren.

A recent study by Lam (2007) pointed to specific health risks associated with global warming. Lam, a paediatrics specialist from the University of Sydney, found it is likely that global warming will lead to increasing numbers of preschoolers being treated for fever and gastroenteritis at hospital emergency departments, because young children have less capacity to regulate their bodies during heat waves.

What is sustainability?

Global warming is obviously a major challenge for us all. However it is a symptom of a much bigger issue: we humans are living unsustainably on Planet Earth.

Our 'ecological footprints' are too big—we would need at least three more planets if everyone lived like the average Australian (WWF, 2006, p. 19).

In continuing our unsustainable practices, which are woven into our everyday social and economic patterns of living, we fail to recognise that the human-made economy is wholly dependent on Nature's economy. The health of global ecosystems and the health of human systems are inextricably linked.

Our disregard for Nature and the natural capital of the Earth, and our over-consuming lifestyles, means that we are depleting the capacity of the biosphere to repair and regenerate in order for us to have clean air, clean water and sufficient food production. Simply put, we are overexploiting the natural world on which humans—indeed, all life on the planet—depend.

Sustainability, though, is about much more than ecological issues; the effects of our unsustainable lifestyles take many different forms. Leading international epidemiologist Tony McMichael (he is also an Australian), suggests that we are already seeing some of the negative effects of modern ways of living with increased health impairments arising from chronic health problems (2003). Such problems include rises in obesity and diabetes, heart disease and cancer, and the growing impact of depression and other mental health issues. McMichael also cites sociopolitical problems, such as antisocial and violent behaviours, as indicative of a breakdown in social structures and a rise in inequality and resentment.

Sustainability is also about social justice and intergenerational equity. The causes and effects of unsustainable living are disproportional and unevenly distributed. While some humans enjoy the benefits of global economic development, industrialisation and new technologies, others are bearing the risks and costs—with the poorest nations, and the poorest people within nations, most at risk (Lowe, 2006). As Stern comments, 'The poorest developing countries will be hit earliest and hardest by climate change, even though they have contributed little to causing the problem' (2006, p. xxvi). Furthermore, while efforts are (slowly) getting underway to reduce or reverse future global warming, the unequal distribution of benefit and risk will be even greater for young children, who will be left to face the brunt of the future consequences.

A role for early childhood education

Children, the most vulnerable humans, are at the greatest risk from our unsustainable practices—even more so because they face greater, and longer, exposure to the worst of the consequences.

We need to do things differently.

Unless we change our ways—and soon—our children and future generations will inherit a sadly depleted earth, and their own contributions will exacerbate the problems. Children are, after all, already growing up as 'little consumers', many already suffering from what has been termed 'nature deficit disorder' (Louv, 2005): the cumulative effect of a lack of experience in, appreciation of and care for the natural world.

Technological solutions, such as using renewable energy and fuel-efficient cars, will be important. So too will social solutions, such as ecologically designed suburbs that facilitate 'green transport' and local waste processing. Education also has a crucial role in shifting our thinking and actions towards more sustainable ways of living. Moreover, early childhood education must be active in playing its part in influencing people to engage in sustainable living.

The early childhood education field, until recently, has been very slow to take up the sustainability challenge. Nevertheless, there are some excellent examples of early childhood centres and services that do model sustainable practices as part of their curriculum, thereby supporting children to be social and environmental activists as part of their curriculum. It is important to congratulate and showcase such organisations, in order for us all to learn and benefit from their example.

What can the early childhood education field do?

While being informed about global warming and its impact on young children is important, it is not enough. We must focus on how even very young children—with the support of caring and concerned adults—can be agents for change.

This is not a 'doom and gloom' approach to education for sustainability, in which children are confronted by images of dying birds, drowning polar bears, choking smog and urban slums. Rather, it is transformative education that values, encourages and supports children to be problem-seekers, problem-solvers and action-takers in their own environments. Young children can even lead the way for adults, helping to change their parents' and teachers' environmental awareness and behaviours (see Davis & Gibson, 2006).

It is necessary for adults to work with young children to support them in becoming environmental activists—none of us can afford to leave global warming for someone else. As educators, we all need to develop dispositions that encourage care and consideration of the Earth and for the future. One way to do this is to consider the Earth Charter as a guide to our own awakening. The Earth Charter is a declaration founded on the principles of 'global interdependence and shared responsibility for the well-being of the human family and the larger living world' (Earth Charter International, 2006).

What else can we do with and for children?

• Ensure children get to play in quality, natural environments (or, at least, in 'naturalised' outdoor settings) where they can have deep engagement with the natural world.
• Involve children—as participants with legitimate ideas, perspectives and creative responses—in authentic learning and action around meaningful environmental and social issues.
• Model 'green housekeeping' practices in our early childhood care and education centres and services, such as minimising waste, and reducing water and energy consumption.
• Build sustainability into policies and practices so others know where we stand, and use this to communicate with and educate the wider community.
• Find out more about climate change and sustainability issues—seek current, reliable information about the state of the planet.
• Join early childhood environmental education networks and become campaigners and co-learners with colleagues.
• Use collective power to challenge employers, professional associations, accreditation services and teacher education institutions to include education for sustainability as part of preservice education and professional development.
• Advocate for 'child-friendly' communities, towns and cities where urban design, transport systems and architecture enable children and families to have safe, open environments that promote play, health and wellbeing.

And, finally, ask yourself what you can do in your early childhood setting. Think and act now!

References

Davis, J., & Gibson, M. (2006). Embracing complexity: Creating cultural change through education for sustainability. International Journal of Knowledge, Culture and Change Management, 6(2), 92-102.

Earth Charter International (2006). The Earth charter initiative. Retrieved 17 April 2007, www.earthcharter.org

Flannery, T. (2005). The weather makers: The history and future impact of climate change. Melbourne: Text.

Gore, A. (2006). An inconvenient truth: The planetary emergency of global warming and what we can do about it. Emmaus, PA: Rodale.

Intergovernmental Panel on Climate Change (2007). Climate change 2007: Fourth assessment report. Geneva: World Meteorological Organization and United Nations Environment Programme.

Lam, L. T. (2007). The association between climate factors and childhood illnesses presented to hospital emergency among young children. International Journal of Environmental Health Research, 17(1), 1-8.

Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. New York: Algonquin Books.

Lowe, I. (2007). A brief summary of the science of global warming and climate change. Retrieved 17 April 2007, www.envlaw.com.au/newlands4.pdf

McMichael, T. (2003). Sustainability and human health. Paper presented at the Australia 21 and Nature and Society Forum In Search of Sustainability online conference.

Stern, N. (2006). Executive summary. In N. Stern, The economics of climate change (pp. i-xxvii). London: British Government.

US Census Bureau (2006). World population information. Retrieved 17 April 2007, www.census.gov/ipc/www/world.html

WWF (2006). Living planet report 2006. Retrieved 17 April 2007, http://assets.panda.org/downloads/living_planet_report.pdf