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| 2. |
- Björklund, Camilla, 1977, et al.
(författare)
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Inledning - grundläggande begrepp och synsätt
- 2020
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Ingår i: Innehållets didaktik i förskolan. C. Björklund & I. Pramling Samuelsson (red.). - Stockholm : Liber. - 9789147139835 ; , s. 10-20
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Björklund, Camilla, 1977, et al.
(författare)
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Innehållsorientering i förskolan
- 2020
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Ingår i: Innehållets didaktik i förskolan. C. Björklund & I. Pramling Samuelsson (red.). - Stockholm : Liber. - 9789147139835 ; , s. 28-33
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- 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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| 5. |
- 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
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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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| 6. |
- 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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| 7. |
- Borg, Farhana, Lektor, 1967-, et al.
(författare)
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Integration of Economic Sustainability in Early Childhood Education : Mapping the Field
- 2022
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Konferensbidrag (refereegranskat)abstract
- Introduction and research questionsDespite children’s understanding of economic issues being identified as important for a sustainable society, the subject has been neglected in early childhood education by both researchers and educators. Education for sustainability emphasizes the development of the capacity of children to take responsible actions for a fair society for present and future generations. Researchers emphasize that issues concerning economic sustainability need to be included and handled in the Swedish preschool (Ärlemalm-Hagsér & Pramling Samuelsson 2018; Borg, 2017a; 2017b). The Swedish preschool curriculum also requires integration of the economic sustainability with social and environmental issues into preschool education (Skolverket, 2018). Although children are often directly or indirectly involved in economic transactions, studies on children’s understanding of the economy are scarce, resulting in a lack of evidence to guide teaching practices. The need to integrate the economic dimension of sustainability with its social and environmental dimensions, has been emphasized globally, because children’s knowledge of the daily economics of earning, consuming, borrowing and saving in an increasingly economically complex world, is crucial for a sustainable society. Therefore, a literature review is needed to map the field to identify what has been done and what needs to be conducted in the field of early childhood education for sustainability in relation to economic sustainability. The aims of this literature review have been:· to identify peer-reviewed journal articles or other literature reporting empirical studies concerning early childhood education for sustainability with a focus on issues related to economic sustainability;· to synthesize the key findings; and· to identify research needs suggested in the studies.MethodologyTo a large extent, economic and social factors contribute to environmental problems. The Global Goals and the 2030 Agenda for Sustainable Development (United Nations, 2015) seek to end poverty and hunger, and ensure protection of the planet and its natural resources. Since early childhood education is effective in forming children’s attitudes and behaviours, economic issues need to be taught in preschool so that children learn how to cope with their everyday economic issues. A holistic approach to sustainability that considers economic sustainability as an integral part of environmental and social sustainability, is used as a conceptual framework. The methodology included establishing inclusion and exclusion criteria, identifying relevant search terms, searching articles in selected databases, screening and selecting articles, and extracting data according to preselected categories. Apart from database search, hand searches and reference list searches were conducted. In addition, relevant literatures known to authors are also included. A thematical contentt analysis is on progress. We will consider ethical issues related to included original studies and to the review itself. The literature review is based on previously published research which does not actualize research ethics that are primarily about how participants are informed and treated before, during and after (when publishing) studies. If we identify ethical issues in any of the studies our review covers, we will comment on this in connection with the study (s).FindingsA content analysis has been undertaken for the study. The preliminary findings of the review are:· Only a limited number of studies addressing the economic world of young children (below 6 years) have been undertaken.· The integration of the economic sustainability in preschool education has been found to be challenging by many teachers.· Young children have some knowledge about wealth and poverty concerning economic inequality and unfair distribution of resources.Conclusion and recommendations for theory and practice The review is intended to provide researchers and practitioners with an overview of the current situation and research needs to offer support and guidance for future practices, strategies, policies and priorities.ReferencesÄrlemalm-Hagsér, E. & Pramling Samuelsson, I. (2018): Early childhood education and care for sustainability – Historical context and current challenges. In Valerie Huggins & David Evans eds: Early Childhood Care and Education for Sustainability, pp. 13–27. London: Routledge.Borg, F. (2017a): Kids, cash and sustainability: Economic knowledge and behaviors among preschool children. Cogent Education 4(1).Borg, F. (2017b). Economic (in)equality and sustainability: Preschool children’s views of the economic situation of other children in the world. Early Child Development and Care, 1-15. Skolverket. (2018). Curriculum for the Preschool 2018. The Swedish National Agency for Education. . Stockholm: Skolverket.United Nations. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. United Nations. Retrieved from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
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| 8. |
- 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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| 9. |
- Borg, Farhana, Lektor, 1967-, et al.
(författare)
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Preschool children's agency in education for sustainability: the case of Sweden
- 2022
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Ingår i: European Early Childhood Education Research Journal. - : Informa UK Limited. - 1350-293X .- 1752-1807. ; 30:1, s. 147-163
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Tidskriftsartikel (refereegranskat)abstract
- Although children's participation and agency are highly prioritized in early childhood education for sustainability, both researchers and educators have paid little attention to this topic. This paper explores how the revised preschool curriculum Lpfo2018 in Sweden addresses education for sustainability (EfS) with regards to children's participation and agency. A sociocultural perspective on agency combined with a holistic view of sustainability was used, while a critical content analysis was conducted to investigate major changes in the curriculum in relation to both EfS and children's participation and agency. Findings show that the curriculum Lpfo2018 has explicitly introduced the concept of sustainability from a holistic perspective, integrating environmental, social, and economic dimensions. Children are recognized as competent beings who can actively participate in and influence their learning. Moreover, the notion of transformative learning has been observed in the curriculum, which emphasizes changes in the ways children think, act, and learn in relation to sustainability.
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| 10. |
- Borg, Farhana, Lektor, 1967-, et al.
(författare)
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Teaching Sustainability in Swedish Preschools : Challenges encounter by teachers and child-minders
- 2022
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Konferensbidrag (refereegranskat)abstract
- Our planet is facing unprecedented transnational challenges that cannot be solved by a single country or entity. Considering the intensity of the situation, the United Nation (UN) adopted the 2030 Agenda for Sustainable Development focusing on people, planet, prosperity, peace and partnerships. Education for sustainability (EfS) has become an integrated part of all education, from preschool to higher education. Target 4.7 of the UN Sustainable Development Goals states that education should ensure that all learners acquire knowledge and skills needed to promote sustainability by 2030. The preschool curriculum Lpfö 2018 in Sweden explicitly requires the integration of sustainability in educational practices. This study set out to explore:· What competence do preschool teachers have in teaching EfS?· What challenges do they encounter while integrating EfS in their educational practices? This study was part of a school development and research project in Sweden conducted from October 2017 to December 2019. A holistic approach, in which environmental, social and economic dimensions are interconnected, was used together with pluralistic and transformative perspectives. Eighteen preschools with 140 preschool teachers participated in the project. Data were collected through a questionnaire survey, group discussions, EfS-network meetings and informal interviews.Two of three preschool teachers did not have any education or competence development training on EfS. Most of the teachers defined EfS as taking care of the environment, the natural cycle of the environment, recycling, or energy consumption. Challenges that preschool teachers experienced include: · Absence of educational materials with practical examples· Lack of professional development training· Shortage of time for planning· Insufficient collaboration between preschools· Lack of support from the preschool leadershipThe project was funded by the Pedagogiskt Utvecklingscentrum Dalarna (PUD), Sweden (Ref. Nr. HDa 4.2-2017/658).
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