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.
The institution of the kindergarten serves important functions in western societies. The mandate of kindergarten staff reflects this, encompassing aspects of vital importance for children’s well-being and their learning and development processes. Empirical research is needed to scrutinise how kindergarten staff perform these tasks. Analyses of previous studies (Gulbrandsen, Johansson & Nilsen, 2002; Hopperstad, Hellem & Kjørholt, 2005; Borg, Backe-Hansen & Kristiansen, 2008) indicate that while assistants are the main occupational group in Norwegian kindergartens, they have rarely been engaged as informants in kindergarten research. This article reports results from a literature review that investigated which occupational groups have featured as informants in Norwegian kindergarten research from 2008 to 2017. The searches resulted in 149 hits; kindergarten assistants were included as informants in only 43 hits, and they were never the sole occupational group investigated. In closing, the article discusses the methodological and epistemological implications resulting from the skewed representation of kindergarten staff.
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