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In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy.? In the book 'Beyond Quality in ECE and Care' authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children's play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Cana.

Intro -- Foreword -- Acknowledgments -- Contents -- Contributors -- List of Figures -- List of Tables -- 1: Touchstones for Deterritorializing the Socioecological Learner -- Clearing the Socioecological Ground -- De-imagining the Socioecological -- Touchstone 1: Anthropocene -- Touchstone 2: Posthumanism -- Touchstone 3: Common Worlds -- Creative Milieux -- Conclusion -- References -- 2: Posthumanist Learning: Nature as Event -- Learning and Childhood -- Nature as Event: Putting Posthumanist Learning Concepts to Work -- De-centring or Deterritorializing the Human -- Interview with a Tree: De-centring or Deterritorializing the Human -- De-bifurcation of Nature -- The Creatures in the Lake: The De-bifurcation of Nature -- Entanglements with the More-Than-Human -- Learning with Kosi the Pedadog: Entanglements with the More-Than-Human -- Attuning with the Affective, Material and Unknown -- The Entity of a River: Attuning with the Affective, Material and Unknown -- Conclusion -- References -- 3: The Socioecological (Un)learner: Unlearning Binary Oppositions and the Wicked Problems of the Anthropocene -- Introduction -- Learning in the Anthropocene -- Unlearning in the Anthropocene -- Monistic Dualism and the Anthropocene -- A Heuristic Model for Unlearning Binary Oppositions -- Unlearning the Socioecological Dualisms of the Anthropocene -- Contiguity -- Relationality -- Contextuality -- Conclusion -- References -- 4: The Risky Socioecological Learner -- Overview of the Chapter -- Introduction -- The Rise of the Risk-Averse Culture -- Risk Aversion in Education -- Causes of Risk Aversion in Education -- Neoliberal Governance Structures in Education -- Teachers as a Risk-Averse Cohort -- Consequences of Risk Aversion in Education -- Disembodied Learning -- Disempowered Students -- Vignettes: Risk Aversion and Negative Educational Outcomes.