Journal
Volume 9, Number 1

Table of Contents

Rethinking Play in Nature: Embracing Early Childhood Education for Sustainability Victoria Carr, University of Cincinnati, USA Sue Elliott, University of New England, Australia Eva Ärlemalm-Hagsér, Mälardalen University, Sweden SPECIAL ISSUE EDITORIAL NOTE	5
Connecting the UNESCO Sustainable Development Goals with Australian Early Childhood Education Policy to Transform Practice Lisa J. Sonter, Queensland Early Childhood Sustainability Network, Australia Sharon Kemp, Queensland Early Childhood Sustainability Network, Australia Research	11
Skills 4 Kids Cafes: Working to Support SDG 4 through Delivering Early Childhood Educator Professional Learning in Partnership with Community Kim Beasy, University of Tasmania, Australia Sherridan Emery, University of Tasmania, Australia Di Nailon, University of Tasmania, Australia Diane Boyd, Liverpool John Moores University, United Kingdom Research	26
Student Authors, Children’s Literature and Early Childhood Education for Sustainability: Findings from a Pedagogic Research Project Nicky Hirst, Liverpool John Moores University, United Kingdom Catherine Wilkinson, Liverpool John Moores University, United Kingdom Research	40
Affordances of Small Animals for Young Children: A Path to Environmental Values of Care Inger Lerstrup, University of Copenhagen, Denmark Louise Chawla, University of Colorado Boulder, USA Harry Heft, Denison University, USA Research	58
Canadian Nature-Based Early Childhood Education and the UN 2030 Agenda for Sustainable Development: A Partial Alignment Elizabeth Boileau, Lakehead University, Canada Ziad F. Dabaja, University of Windsor, Canada Debra Harwood, Brock University, Canada Research	77
“Business as Usual”? Or Transformative and Transactive Teaching Leading Towards the Agenda 2030 Goals in Swedish Early Childhood Education Eva Ärlemalm-Hagsér, Mälardalen University, Sweden Ingrid Pramling Samuelsson, Gothenburg University, Sweden Research	94