In the Report of the World Commission on Environment and Development: Our Common Future, it states that we need "development that meets the needs of the present without compromising the ability of future generations to meet their own needs" (p. 8).Link to the 1987 report: http://www.un-documents.net/wced-ocf.htm
The 1972 Stockholm Report of the United Nations Conference on the Human Environment states that, "Man has the fundamental right to freedom, equality and adequate conditions of life, in an environment of a quality that permits a life of dignity and well being, and he bears a solemn responsibility to protect and improve the environment for present and future generations" (p. 61). Link to the 1972 report: http://www.unep.org/Documents.Multilingual/Default.asp?documentid=97 When we consider that this report was given in 1972, we have been very slow to act. We need to go
much further than simply providing natural spaces for children. This is only education in the environment—not education about and for the
environment, which requires a move towards a more politically active position:
one which views education for sustainable development as an integral component
of curriculum and closely interwoven with social justice. This means early
childhood educators have the responsibility to make education for sustainable
development a part of everyday practice—not merely a separate subject or theme
to be considered for a given time, but an integral part of curriculum, underpinning
daily practice (Davis & Elliot, 2003).