Abstract:

Research outcomes for Decade for Sustainable Development (DESD) studies suggest the need for greater focus on diverse kinds of ESD methodologies, especially methodologies directed to the indigenous culture, and call for the implementation of ESD at all educational levels, including preschool and informal education (UNESCO, 2013). Moreover, as an estimated 44% of children are enrolled in preschool worldwide, researchers suggest educators take advantage of this fact to promote ESD values during a formative period in children’s lives. (Davis, 2014; Pramling-Sameulsson, 2011).

This research project is based on one such local (Japan) methodology, doro-asobi (dirt play), and shows how such indigenous methods can be used to inculcate sustainable development values in the context of a school community play event. The method is experiential. It does not instruct children directly about sustainable development; teachers are on hand to help but do not guide the children’s activities. The qualities of dirt, water, and air are learned firsthand in the midst of a social, peer-oriented event. Through physical play, the child acquires an intrinsic understanding of ESD values—an appreciation of the environment and its importance and the development of a sense of equality in community.

Using Joseph Tobin’s Video-cued ethnography, we present the method to educators serving as outside observers and then record their impressions.

This gives a clearer idea of:
1) which projects have the potential to be transferred outside the core culture,
2) what adaptations are necessary depending on cultural context,
3) what underlying cultural values must be considered in the formulation of an effective ESD methodology.

Such a methodology offers a non-Euro-American perspective on ESD pedagogy and contributes to the repertoire of methodologies that can be usefully applied to promoting ESD worldwide.

Keywords:

Early childhood education, sustainable development, ESD aesthetic education.