| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- Magnusson, Maria, 1960-, et al.
(författare)
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“What about playing shop?” : Appropriating written tools by playing shop
- 2022
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Ingår i: 30<sup>th</sup> EECERA Annual Conference Conference Proceedings: Book of Abstracts. ; , s. 98-99
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Konferensbidrag (refereegranskat)abstract
- The aim is to study how literate tools come into play between children and teachers in the activity of “playing shop”. The project as wholeness is published in the open access book: Play-Responsive Teaching in Early Childhood Education On an overall level the research project took starting point in Development Pedagogy (Pramling & Pramling Samuelsson, 2011) but developed into what now is labelled play-responsive teaching – a theoretical approach contributing to the notion of teaching and didactics in preschool. In the present study concepts are treated ‘as if’ (fiction) and ‘as are’ (facts) which are characteristic of play-responsive teaching. The study is a case study with focus on written language tools and how these are communicated in play, as well as how these are appropriated and become part of the development of the paradigm for the whole research project. The interactive analysis establishes a comprehensible narrative built on four video recordings. Data consist of video observations of recurrent play with a teacher in a preschool (4-5 years). The study follows the Swedish Research Council's guidelines (2017) for good research practice regarding information, consent, confidentiality and use. The children's guardians have given their consent. The results show: (i) which written language tools (concepts, distinctions) are introduced and actualized in the play and (ii) how these are appropriated and given significance for the continuation of the play. The aspect of writing that becomes particularly clear is the communicative functions of symbols. How play and learning can be related in practice.
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| 7. |
- Ärlemalm-Hagser, Eva, 1958-, et al.
(författare)
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Teaching in transformation – preschool teachers' multifaceted motives about educating for sustainability in Swedish early childhood settings
- 2022
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Ingår i: 30<sup>th</sup> EECERA ANNUAL CONFERENCE CONFERENCE PROCEEDINGS. ; , s. 42-42
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Konferensbidrag (refereegranskat)abstract
- The purpose of the study was to explore what motives preschool teachers describe about teaching education for sustainability (TEfS) in early childhood education (ECE) in Sweden. This in light of the new formulations about sustainability in the National Preschool Curriculum (Skolverket, 2018). This research builds on previous research on ECEfS (Davis, 2009, 2014) and the need to deepening the knowledge of teachers different understandings (Hedefalk et al., 2015) such as motives for TEfS . The study has a critical theoretical base where ECE can be described as a place of specific historical, ideological and theoretical traditions and contemporary understanding of children, childhood and children's learning. A place that meets and is influenced by the prevailing political discourses in society and the prevailing education policy. This study within a critical paradigm and methodology presents a survey with 153 Swedish ECE teachers within a research and development program describing the most important motives for TEfS. Ethical guidelines from the Swedish Research Council (2016) and EECERA (2014) where followed in the design. Information as a consent form were provided to all participants. Approved 2021 by the Swedish Ethical Review Authority. The study shows that in the ECE teachers' descriptions, a wide range of motives emerges regarding why it is important to TEfS from being guided to doing this through the curriculum to the importance of taking responsibility for change towards a more sustainable world. This study is part of a research and development program, deepening knowledge on both practice and policy.
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| 8. |
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| 9. |
- Larsson, Jonna, et al.
(författare)
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En hållbar förskola– lokala och globala framtidsperspektiv
- 2019
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Ingår i: Konferens; Forskning Pågår!.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Föreläsningen tar sin utgångspunkt i centrala globala dokument samt i praktiknära forskning och ramar in förskolans verksamhet som en tillgång, likväl som en förutsättning, för att kunna bidra till måluppfyllelse kring mål 4 i Agenda 2030. Mål 4 tar fasta på utbildning som en rättighet samt att denna ska vara inkluderade och av god kvalitet, oavsett kön och ålder samt att all utbildning ska innefatta Utbildning för Hållbar Utveckling (UHU). Mål 4 lyfter också fram att förskola för barn är viktigt och pekar ut betydelsen av minst ett år av ’pre-primary education’. Föreläsningen lyfter fram grundläggande aspekter för att forma undervisning som bygger på en integration av ekologisk, social/kulturell och ekonomisk hållbarhet – det för att öka förskollärares kunskaper om hållbarhet samt lokala och globala framtidsperspektiv.
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| 10. |
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