| 1. |
|
|
| 2. |
- Engdahl, Ingrid, 1952-, et al.
(author)
-
Education for sustainability in Swedish preschools : stepping forward or out-of-step?
- 2014. - 1
-
In: Research in early childhood education for sustainability. - Abingdon : Routledge. - 9780415854498 - 9780415854481 - 9781315767499 ; , s. 208-224
-
Book chapter (peer-reviewed)abstract
- In this chapter we introduce the reader to early childhood education in Sweden, and then to how the Swedish preschools work for sustainability. Democratic values, a cornerstone of Education for Sustainability (EfS)[1], are looked upon as a foundation for learning and interactions. The Swedish preschool curriculum stipulates respect for human rights and fundamental democratic values (National Agency for Education, 2011a). Each and every person working in the Swedish preschool should promote respect for the intrinsic value of everybody as well as respect for others and for our shared environment. The overall purpose is to give children opportunities to understand how democracy works, to take part in democratic decision-making, and to take responsibility for their actions both within the preschool environment, outdoors in Nature, and to actively participate in society (National Agency for Education, 2011a).[1] In Sweden, the concept of Education for Sustainable Development (ESD) was first introduced into public policy and politics, and also in research contexts (Breting &Wickenberg, 2010; Öhman, 2011). In this article, we use the concept education for sustainability (EfS) and early childhood education for sustainability (ECEfS).
|
|
| 3. |
|
|
| 4. |
- Sundberg, Bodil, 1966-, et al.
(author)
-
Science in Preschool : a foundation for education for sustainability? A view from Swedish preschool teacher education
- 2014
-
In: Research in Early Childhood Education for Sustainability. - oxon : Routledge. - 9780415854481 - 9780415854498 - 9781315767499 ; , s. 280-293
-
Book chapter (other academic/artistic)abstract
- In this chapter we elaborate on how science encounters can be used within education for sustainability (EfS) in preschool practice as a means of empowering children to engage with sustainability. We acknowledge recent research arguing for a rethink of what science teaching in preschool can be. Such rethinking involves a shift from viewing science in preschool as mainly nature experiences towards introducing young children to science inquiry. By doing so, the interplay between knowledge, values and the ways in which humans build and make use of new knowledge can become visible thus, laying a foundation for EfS. Implementation of science inquiry processes in preschools would, however, necessitate changes in preschool teachers’ personal and professional views of science, nature and pedagogy. In our research we have explored how competence in inquiry-based teaching may, or may not, develop during pre-service preschool teacher education. We have also observed how competence can develop, but still not be realized in practice due to culturally and historically grounded attitudes and notions about science and about teaching. Drawing on these findings, we initiate discussion about how pre-service and in-service teacher education can support a broader view of teaching and science to fit the ‘community of practice’ of preschools and hence make a contribution to EfS. Our suggestions highlight the need for pre-service and in-service education to explore the historical/cultural contexts of preschool practices and teachers’ roles in raising children’s awareness of their own scientific observations and science learning processes. We also stress the need for stronger co-operation between teacher educators and teachers in practicum settings to ensure that pre-service students experience preschool environments where they have opportunities to challenge norms and practice inquiry teaching skills that are foundational for EfS.
|
|
