How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice?
The purpose of this study is to investigate in what ways kindergarten teachers explain their understanding and practices of education for sustainable development. The study uses the term “green sustainability” to refer to the concept of caring for nature, the environment, and the earth’s climate in...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | Danish |
| Published: |
Cappelen Damm Akademisk NOASP
2023-07-01
|
| Series: | Nordisk Barnehageforskning |
| Subjects: | |
| Online Access: | https://nordiskbarnehageforskning.no/index.php/nbf/article/view/335 |
| _version_ | 1797292697855197184 |
|---|---|
| author | Liv Ingrid Aske Håberg Kari Ryslett Torhild Erika Lillemark Høydalsvik |
| author_facet | Liv Ingrid Aske Håberg Kari Ryslett Torhild Erika Lillemark Høydalsvik |
| author_sort | Liv Ingrid Aske Håberg |
| collection | DOAJ |
| description |
The purpose of this study is to investigate in what ways kindergarten teachers explain their understanding and practices of education for sustainable development. The study uses the term “green sustainability” to refer to the concept of caring for nature, the environment, and the earth’s climate in ways which meet basic human needs and preserve them for future generations. The data are generated from six focus groups conducted in 2020. The sample is comprised of 23 kindergarten teachers representing six kindergartens. Analyses of the data material revealed the following theme-based categories: 1) digital, multimodal resources, 2) experiences in nature, 3) from farm to fork, 4) sorting garbage and food waste, and 5) avoiding waste. The findings indicate that existing practices are largely in accordance with longstanding traditions within the kindergartens. The study also indicates that there is a need for critical and reflective practices to meet the needs of children in developing a nascent understanding of sustainable development. Currently, 21st century skills that can be applied to sustainability challenges include critically evaluating different pieces of information, connecting knowledge, collaborating creatively, and communicating across disciplines.
|
| first_indexed | 2024-03-07T20:00:18Z |
| format | Article |
| id | doaj.art-9d1fb82d383d45c0907d41adf647cb49 |
| institution | Directory Open Access Journal |
| issn | 1890-9167 |
| language | Danish |
| last_indexed | 2024-03-07T20:00:18Z |
| publishDate | 2023-07-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Nordisk Barnehageforskning |
| spelling | doaj.art-9d1fb82d383d45c0907d41adf647cb492024-02-28T09:04:36ZdanCappelen Damm Akademisk NOASPNordisk Barnehageforskning1890-91672023-07-0120310.23865/nbf.v19.335How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice?Liv Ingrid Aske Håberg0Kari Ryslett1Torhild Erika Lillemark Høydalsvik2Volda University College, NorwayVolda University College, NorwayVolda University College, Norway The purpose of this study is to investigate in what ways kindergarten teachers explain their understanding and practices of education for sustainable development. The study uses the term “green sustainability” to refer to the concept of caring for nature, the environment, and the earth’s climate in ways which meet basic human needs and preserve them for future generations. The data are generated from six focus groups conducted in 2020. The sample is comprised of 23 kindergarten teachers representing six kindergartens. Analyses of the data material revealed the following theme-based categories: 1) digital, multimodal resources, 2) experiences in nature, 3) from farm to fork, 4) sorting garbage and food waste, and 5) avoiding waste. The findings indicate that existing practices are largely in accordance with longstanding traditions within the kindergartens. The study also indicates that there is a need for critical and reflective practices to meet the needs of children in developing a nascent understanding of sustainable development. Currently, 21st century skills that can be applied to sustainability challenges include critically evaluating different pieces of information, connecting knowledge, collaborating creatively, and communicating across disciplines. https://nordiskbarnehageforskning.no/index.php/nbf/article/view/335ECECeducation for sustainable developmentfuture skillsUN goals |
| spellingShingle | Liv Ingrid Aske Håberg Kari Ryslett Torhild Erika Lillemark Høydalsvik How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice? Nordisk Barnehageforskning ECEC education for sustainable development future skills UN goals |
| title | How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice? |
| title_full | How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice? |
| title_fullStr | How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice? |
| title_full_unstemmed | How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice? |
| title_short | How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice? |
| title_sort | how kindergarten teachers support nascent understanding of sustainable development among children a new label on an old practice |
| topic | ECEC education for sustainable development future skills UN goals |
| url | https://nordiskbarnehageforskning.no/index.php/nbf/article/view/335 |
| work_keys_str_mv | AT livingridaskehaberg howkindergartenteacherssupportnascentunderstandingofsustainabledevelopmentamongchildrenanewlabelonanoldpractice AT kariryslett howkindergartenteacherssupportnascentunderstandingofsustainabledevelopmentamongchildrenanewlabelonanoldpractice AT torhilderikalillemarkhøydalsvik howkindergartenteacherssupportnascentunderstandingofsustainabledevelopmentamongchildrenanewlabelonanoldpractice |