The growing urgency of ecological, social and ethical crises has placed sustainability at the centre of global educational discourse.Within this context, Promoting Transformative Practices for Sustainability in Early Childhood Education and Care, edited by Fabio Dovigo and Şule Alıcı, makes a timely and significant contribution by re-conceptualising early childhood education for sustainability (ECEfS) through critical, participatory and emancipatory lenses.Positioned within the European Early Childhood Education Research Association (EECERA) book series Towards an Ethical Praxis in Early Childhood, the volume advances a strong argument for moving beyond instrumental and nature-centric approaches to sustainability towards transformative pedagogies grounded in ethics, social justice and children's agency.The central premise of the book is that sustainability in early childhood education cannot be reduced to environmental awareness or outdoor play alone.Instead, it must be understood as a multidimensional construct encompassing political, economic, social, cultural and ecological dimensions.Drawing explicitly on UNESCO's vision of sustainability and the Sustainable Development Goals, the editors emphasise interdependence, intergenerational equity and children's rights as foundational principles for ECEfS.This framing is particularly important in challenging dominant deficit views of young children as passive recipients of knowledge, instead recognising them as competent social actors and potential agents of change.Structurally, the book is organised into two coherent sections.Part I, titled Innovative Methodologies in ECEfS, foregrounds methodological and leadership approaches that support transformative practice.Chapters in this section explore critical participatory action research, participatory design of outdoor learning spaces and whole-centre approaches to sustainability leadership.Alıcı's chapter on undergraduate research experiences grounded in critical participatory action research is especially noteworthy for demonstrating how sustainability education can address economic, cultural and political inequities alongside environmental concerns.Dovigo's contribution on participatory outdoor design further illustrates how educators, children and communities can collaboratively reshape learning environments in ethically responsive ways.Collectively, these chapters strengthen the argument that methodological innovation is central to embedding sustainability as praxis rather than as a curricular add-on.Part II, Evaluating ECEfS Practices through Children's Rights, Agency and Well-Being, shifts attention from frameworks to lived practices.Through case studies situated in diverse European
Pratisha Padmasri Deka (Tue,) studied this question.