Facilitating a Paradigm Shift in Early Childhood Education for Sustainability through Participatory Design of Outdoor Spaces in Kindergartens.

This chapter explores key areas of ECEC that promote sustainability and holistic development. Central to this exploration is Early Childhood Education for Sus‑ tainability (ECEfS), which integrates sustainability concepts into early learning to foster environmental stewardship from a young age. This chapter also delves into the importance of outdoor and nature play, highlighting how these activities enhance children’s physical, cognitive, social and emotional development. Closely linked is the concept of nature connectedness, defined as the psychological merg‑ ing of self and nature, which is essential for fostering environmental responsibility and psychological well‑being. Additionally, I examine the role of risky play, which involves activities that challenge children and help them develop independence, confidence and resilience. The integration of gardening in ECEC is also discussed, emphasising its multifaceted benefits, including improved nutrition, hands‑on learning and community building. Finally, I introduce the research questions aimed at investigating the implementation and broader implications of sustainability in early childhood education, particularly through collaborative projects on designing and implementing sensory gardens in kindergartens.