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The project aimed to explore how ESD could be implemented in a current curriculum and to provide useful examples of educational activities and experiences.  \nDesign/Approach/Methods: The action research included two cycles with four steps. The first cycle involved the integration of ESD into a traditional science curriculum. The second cycle involved the validation and optimization of the ESD objectives. The implementation strategies were reviewed and refined.  \nFindings: First, a variety of strategies can be used to identify the theme and choose the content. Second, the objectives should be developed on children’s life experiences and interests. Third, the idea of ESD can be implemented in multiple ways. Fourth, a reasonable objective system involving ESD was constructed for children by ages. Fifth, there were many effective ways to integrate  \nCorresponding author:  \nGuangheng Wang, Shanghai Changning Institute of Education, 864 Yuyuan Rd, Shanghai 200050, China. [Email: wang_guangheng@163.com](Email: wang_guangheng@163.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nESD activities into other domains of curriculum. The challenges and implications were also discussed.  \nOriginality/Value: The study had a positive effect on teachers’ ability to practice ESD. This was a pioneer project in early childhood education in China, which provided valuable information for those aiming to implement ESD practices in Chinese kindergartens.  \nKeywords  \nAction research, education for sustainable development (ESD) practices, implementation strategies, integration  \nDate received: 31 August 2019; accepted: 7 November 2019  \nIntroduction  \nOrigin of OMEP-ESD  \nAt the 1992 Earth Summit in Rio de Janeiro, the United Nations Conference on Environment and Development (UNCED) proposed that “Education is critical for promoting sustainable development and effective public participation in decision-making, ... It is also the key to the formation of environmental and moral awareness, values, attitudes, skills, and behavior for sustainable development”(UNCED, 1992, p. 39) . Education for sustainable development (ESD) is currently one of the most important goals within the field of early childhood education (ECE) .  \nThe World Organization for Preschool Education (OMEP) initiated an international cooperative project on ESD in 2009 . The purpose of this project was to strengthen awareness of and implement ESD in ECE. OMEP China participated in the second stage of the project, which was an ECE project based on the 7Rs: respect, reflect, rethink, reuse, reduce, recycle, and redistribute (OMEP, 2010) .  \nTraditional environmental protection activities in Chinese kindergar","cbCailfgdnuwxxup","https://ap.wps.com/l/cbCailfgdnuwxxup","pdf",207248,18,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n# Introduction\n## Origin of OMEP-ESD\n## Traditional environmental protection activities in Chinese kindergarten\n## The purpose of the study in Hongqiao Kindergarten","[{\"question\":\"What was the purpose of the ESD project at Hongqiao Kindergarten?\",\"answer\":\"To explore how education for sustainable development (ESD) could be implemented in the current curriculum and to share useful examples of educational activities and experiences.\"},{\"question\":\"How was the action research designed and implemented?\",\"answer\":\"It used two cycles with four steps: the first cycle integrated ESD into a traditional science curriculum, and the second validated and optimized ESD objectives while reviewing and refining implementation strategies.\"},{\"question\":\"What key findings emerged from the study?\",\"answer\":\"Strategies helped identify themes and select content; objectives were developed from children’s life experiences and interests; ESD ideas could be implemented in multiple ways; and a reasonable age-based ESD objective system was constructed for children.\"}]","Exploring Education for Sustainable Development in a Chinese Kindergarten - An Action Research | PDF",1792091922,45]