| 1. |
- Davis, J, et al.
(författare)
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Specific recommendations for Early Childhood Education
- 2008
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Ingår i: The Gothenburg Recommendations on Education for Sustainable Development, Adopted November 12. - Göteborg : Chalmers University of Technology and University of Gothenburg.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Engdahl, Ingrid, 1952-, et al.
(författare)
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Early Childhood Education for Sustainability: Recommendations for development
- 2009
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Ingår i: International Journal of Early Childhood. - 0020-7187 .- 1878-4658. ; 42:2, s. 113-118
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Tidskriftsartikel (refereegranskat)abstract
- The following recommendations for Education for Sustainable Development (ESD) in Early Childhood Education were the product of an extended international collaboration that was supported by a number of bodies including the Centre for Environment and Sustainability in Gothenburg, the Swedish Ministry of Education and Research, the Swedish National Commission for UNESCO, and the Swedish International Centre for Education for Sustainable Development. The recommendations were formally adopted in November 2008.
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| 3. |
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| 4. |
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| 5. |
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| 6. |
- Siraj-Blatchford, John, et al.
(författare)
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Education for Sustainable Development in the Early Years
- 2010
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This book has been written to support practitioners in developing their understanding of education for sustainability in the field of early childhood. The introduction briefly describes how the idea of education for sustainable development (ESD) emerged, and how it today includes an integration of social, environmental and economic aspects of life and society. We argue that ESD in early childhood should be understood in terms of the knowledge, attitudes and actions taken by members of the early years educational community of practitioners, parents, carers and children. We also argue that the foundations of all aspects of this work are already laid in early years' education.
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| 7. |
- Yngvesson, Tina, et al.
(författare)
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A Way Forward for Preschool Teacher Education and Technology
- 2023
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Ingår i: Technological Innovations in Education. - : Springer. - 9789819927852 - 9789819927845 ; , s. 57-70
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden educational technology is an integrated and all-round accepted component of the preschool curriculum (Lpfö18) and both the National Agency for Education and the European Digital Education Action Plan (2021-2027) underlines the importance of digitally competent and confident teachers. Assuming a social constructivist approach, this chapter explores the possibility that technological competence is not simply inherent in actions performed, rather it is a mode of thinking that is applied when considering how to address unsolved problems. The main focus of the study is thus to investigate teacher attitudes to learning, where learning is seen as a collaborative co-constructed product of the teacher and child. The chapter does this through mapping the current state of technology in relation to Swedish ECEC practice against the background of steering documents, and the preschool teacher education program.
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