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In this chapter, the authors focus on ways to integrate the United Nations Sustainable Development Goals (SDGs) into ECEfS. They do this by showcasing a range of pedagogies and practices, paying particular attention to the social-political dimensions of sustainability, illustrating that sustainability is so much more than attention to environmental topics. In this discussion, the authors discuss the power of listening to children, the pivotal role of child participation in EfS and the strength of critical reflection in creating change. They then utilise two stories from the field. The first comes from a kindergarten context in Queensland, Australia, and unpacks pedagogies of intentional listening and ‘yarning’ with children to support their sense of belonging in their kindergarten community. The second story comes from a 3- and 4-year-old kindergarten, bush kinder and integrated childcare centre in Victoria, Australia. It describes strategies for building fairness and inclusion through the centre’s ‘everyone can play’ philosophy.
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