Sustainable development was first defined in the World Commission on Environment and Development’s Brundtland Report (WCED, 1987, p. 43) states that “Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their needs”. Sustainable development includes three integrated dimensions: social, environmental and economic. Social dimension of sustainable development concerned with social, cultural and political issues; environmental dimension of sustainable development deals with the drawbacks of depleting natural resources, and economic dimension of sustainable development concern with reducing the direct environmental burden of producing, using and disposing goods and services (Siraj-Blatchford, Smith & Pramling Samuelson, 2010). In addition to that Education for Sustainable Development (ESD) has also been discussed and it was proposed that ESD should be integrated into formal schooling process beginning from early childhood in order to underpin ideas, attitudes, beliefs and behaviors to promote sustainable ways of thinking and living (UNESCO, 2012). Since the new perspectives on universal early childhood education also consist of intellectual, psychological, emotional, social and physical bases for sustainable development and sustainability issues are not beyond the grasp of young children, it is not dire to talk about integration of sustainable development into early childhood education. In this aspect preschool teachers’ awareness and their role is crucial. They are responsible for making children involved and actively participated in daily routines about sustainable development. While doing this, teachers should consider children’s interests and needs and take into account their readiness about issues of sustainability. Relevant literature provides some pieces that reveal examples of sustainable development integrated early childhood education curriculums and practices (Davis, 2010; Duhn, 2012). 

In this regard, the current study aimed to investigate content of the Turkish Ministry of National Education (MoNE) Early Childhood Education Curriculum (2006) based on three components of sustainable development. Secondly, this study also aimed to explore preschool teachers’ awareness about MoNE Early Childhood Education Curriculum (2006) content in regard to three dimensions of sustainable development.  

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