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- Borg, Farhana, Lektor, 1967-, et al.
(författare)
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Developing a Whole (Pre)school Approach to Sustainability : Insights from Global Citizenship and Early Childhood Education Across Nordic Countries
- 2024. - 1
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Ingår i: Whole School Approaches to Sustainability. - Cham : Springer Nature. - 9783031561719 - 9783031561740 - 9783031561726 ; , s. 167-175
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Bokkapitel (refereegranskat)abstract
- Early childhood education aims to support children to develop cognitive, social, and motor skills, alongside values and ethics central to sustainability. From a Nordic perspective, this chapter reflects on how global citizenship education in preschool can illuminate possibilities and barriers to developing a whole school approach to sustainability. A review of Nordic policy and research identified four perspectives rooted in the global citizenship tradition that can support a whole school approach to sustainability: The greening of the whole preschool; The whole child’s learning; Wholeness in preschool teaching; and Thematic approach as a perspective on a whole preschool. We propose that efforts to implement a whole school approach to sustainability could be aligned with these perspectives. Nonetheless, Nordic preschools currently lack robust engagement with society—a perspective that requires further cultivation. To advance, empirical studies are needed to explore how a whole school approach to sustainability can be developed and implemented within preschool education.
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| 2. |
- Borg, Farhana, et al.
(författare)
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Developing a Whole (Pre)school Approach to Sustainability : Insights from Global Citizenship and Early Childhood Education Across Nordic Countries
- 2024
-
Ingår i: Whole School Approaches to Sustainability. - : Springer. - 9783031561719 - 9783031561726 ; , s. 167-175
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Bokkapitel (refereegranskat)abstract
- Early childhood education aims to support children to develop cognitive, social, and motor skills, alongside values and ethics central to sustainability. From a Nordic perspective, this chapter reflects on how global citizenship education in preschool can illuminate possibilities and barriers to developing a whole school approach to sustainability. A review of Nordic policy and research identified four perspectives rooted in the global citizenship tradition that can support a whole school approach to sustainability: The greening of the whole preschool; The whole child’s learning; Wholeness in preschool teaching; and Thematic approach as a perspective on a whole preschool. We propose that efforts to implement a whole school approach to sustainability could be aligned with these perspectives. Nonetheless, Nordic preschools currently lack robust engagement with society—a perspective that requires further cultivation. To advance, empirical studies are needed to explore how a whole school approach to sustainability can be developed and implemented within preschool education.
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| 3. |
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| 4. |
- Pramling, Ingrid, 1946, et al.
(författare)
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Att genomföra systematiska barnsamtal – till nytta för hållbarhet i förskolan?
- 2024
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2, s. 84-106
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Tidskriftsartikel (refereegranskat)abstract
- Research in the field of education and teaching for sustainability in preschool has highlighted the importance of communication for knowledge development in the field of sustainability. This article presents a study of the variations that appear in preschool teachers' perceptions of the importance and the experience of having carried out systematic child talks in preschool. The experience is covered by 60 written comments from preschool teachers after they, within a research and development program (R&D program) in the spring of 2022, conducted systematic child talks in the children's groups where they are working. The data has been analysed based on a phenomenographic theoretical perspective. The result of the analysis shows that in the preschool teachers' perceptions of carrying out systematic talks with children, four varying perceptions emerge: Becoming aware of one's own actions; Exciting and educational to discuss with the children about sustainability; Talking with children was difficult; and, Sharing children's thoughts and experiences was the retention. In the preschool teachers' comments, it appears that some of them, through the systematic child talks, have deepened their reflection and their awareness of talking with the children about aspects of sustainability. At the same time, several difficulties are highlighted regarding the task itself and how to ask questions and maintaining children's interest during the talks. Finally, the study indicates that systematic child talks as a method and working tool are not common in preschool, as several preschool teachers point out that they do not talk to the children in this way in everyday life.
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| 5. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 6. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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What Content in Early Childhood Education for Sustainable Development is Present in Swedish Preschools?
- 2024
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Ingår i: International Journal of Changes in Education. - 3029-133X.
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Tidskriftsartikel (refereegranskat)abstract
- This article shares what Swedish preschool teachers are working with in the field of early childhood education for sustainable development (ESD) as e, merged in talks with their children, aged two to five years. The tasks carried out as the basis for the present analyses were informal child talks about a topic related to sustainability that the teachers and children had worked with in practice. The teachers themselves chose what content to talk about. The 200 teachers participated in the Swedish research and development programme Sustainable Preschool. The aim of the present study was to make visible the content of teacher-child talks about sustainable development in early childhood education. The research question is: What content areas do teachers communicate about with children 2-5 years of age related to ESD? The teacher-child talks were initiated by the teachers, but through the use of interpretative content analysis the children’s voices were also made visible. The main result is narratives about the content, the most common topics being recycling, growing plants, and animals, areas which have long been common topics in Swedish preschools. For many preschools, however, the talks show an integration of transformative and transactional perspectives in how the content was handled together with the children. ESD in early education in Sweden is no longer dominated by the environmental dimension, as earlier content studies have shown; a new common content relates to the UN Sustainable Development Goal (SDG) 4.7 regarding sustainable lifestyles and human rights and sustainability is a long process, founded in empowerment, action competence, and changed policy.
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| 7. |
- Ärlemalm-Hagsér, Eva, et al.
(författare)
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Education for sustainability in Swedish preschools - two research and development programs
- 2024
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Ingår i: Abstract book. Sustainability from the Start..
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Konferensbidrag (refereegranskat)abstract
- Preschool teachers play an important role in preparing children to become responsible and competent citizens in the future for their communities and globally. EfS equips children with requisite knowledge and skills needed to create a sustainable future. The Swedish curriculum for the preschool Lpfö 2018 explicitly incorporates EfS from a holistic perspective integrating environmental, social and economic dimensions. Despite this, research indicates that many preschool teachers and principals still find the concept of sustainability as complex and abstract, particularly economic sustainability. During this self-organised symposium we present two research projects where preschool teachers and principals implement EfS in their pedagogical planning and activities.Firstly, we present a Research and Development program (R&D) Sustainable preschool, 2021-2024, coordinated by the Ifous Institute, with approximately 300 participants (200 preschool teachers and 100 leaders) from 8 municipal and 1 private organisations. Sustainable preschools has explored how sustainable development is understood in a preschool perspective, and how principals, preschool teachers, and administration implement and work with sustainability issues in practice. All preschools are using the OMEP ESD Rating Scale. We will give examples from both the practical work in preschools and administration, as well as from research findings.Secondly, we present the research project Eco-certified Preschools and Children's Learning for Sustainability, 2018-2022, where data was collected from 585 preschool teachers and child minders from 50 preschools in 25 municipalities in Sweden. The data we present was analysed with the OMEP ESD Rating Scale. The most common topics in EfS were related to the economic (389) and the environmental (318) dimensions of sustainability, while the social dimension was markedly lower (85). Collaboration outside of the preschool was unusual, however, the study was partly carried out during the Covid pandemic, which might have had some impact on the study results.
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| 8. |
- Borg, Farhana, Lektor, 1967-, et al.
(författare)
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Förskolebarns egna val av lek : Preliminär resultat av en studie med barn
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Barns lek har stor betydelse i förskolans arbete med hållbarhetsfrågor. Leken stimulerar barns fantasi och inlevelse och är viktig för deras sociala, emotionella, fysiska, psykiska och språkliga utveckling. I den här presentationen redogör vi för preliminära resultat från en studie som undersökt bland annat barns val av leksaker och deras skäl till dessa samt hur de leker på förskolan. Med hjälp av illustrationer intervjuades 403 barn individuellt, parvis eller i grupp. Intervjuerna spelades in om barn och deras föräldrar hade samtyckt. Transkriberingar av intervjuerna pågår och en innehållsanalys kommer att genomföras. Studien ingår i projektet ”Ekocertifierade förskolors betydelse för barns lärande för hållbarhet: En studie av holistiska effekter av förskoleutbildning för hållbarhet”, (Vetenskapsrådet, Dnr 2018–04445). Etikprövningsmyndigheten hade inga etiska invändningar mot forskningsprojektet (Dnr 2020–00005).
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| 9. |
- Borg, Farhana, Lektor, 1967-, et al.
(författare)
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Methodological and ethical issues when interviewing preschool children : Experiences from a study on sustainability in Sweden
- 2023
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Ingår i: 31st EECERA ANNUAL CONFERENCE. Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development. ; , s. 135-135
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Konferensbidrag (refereegranskat)abstract
- To contribute to the methodological and ethical discourse on children’sparticipation in research on complex issues, this case-study critically discusses experiences from a large-scale randomized interview study about preschool education for sustainability in Sweden. Young children’s ability to express their views has been subject to debate, resulting in them often being excluded asresearch participants. Hence, age-appropriate methodological approaches are needed to ensure their participation.This study draws from Josefsson and Wall’s(2020) concept of children’s “empowered inclusion” and Lundy’s (2007) model of voice, space, audience, and influence.Employing a qualitative case-studyapproach, methodological approaches and ethical considerations and experiences of a randomized study are scrutinized. A total of 403 children from 50 preschools were interviewed about sustainability using illustrations. An interview instrument was developed and pretested in two iterations. Data were analyzed thematically. The Swedish Ethical Review Authority did not raise any objection to the interview study. Consent to participate was collected from parents and children.They were informed that the children could withdraw at any time if they wanted. The findings demonstrate that research with young children can be undertaken in an ethically acceptable manner. The use of illustrations was helpful in creating a friendly environment and supporting children’s understanding of complex issues. Individual and pair interviews were effective while group interviews were problematic. Children’s attention dropped after 12-15 minutes. These findings suggest that preschool children can express their views on important matters under ethically acceptable and methodologically appropriate conditions.
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