In this final chapter, Jo-Anne Ferreira and Julie Davis raise two matters they consider essential for the future development of early childhood education for sustainability. The first is the necessity to create deep foundations based in research. At a time of rising practitioner interest, research in early childhood education for sustainability is meagre. A robust research community is crucial to support quality in curriculum and pedagogy and to promote learning and innovation in thinking and

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... actice. The second "essential" for the expansion and uptake of education for sustainability is systemic change. All levels within the early childhood education system -individual teachers and classrooms, whole centres and schools, professional associations and networks, accreditation and employing authorities and teacher educators -must work together to create and reinforce the cultural and educational changes required for sustainability. This chapter provides explanations and processes for engendering systemic change. It illustrates a systems approach with reference to a recent study focused on embedding EfS in to teacher education. This study emphasised the apparent contradiction that the answer to large-scale reform lies with small-scale reforms that builds capacity and make connections. Chapter 9: Creating 'deep and broad' change through research and new approaches in early childhood education for sustainability