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The focus of this article is to explore preschool children's possibilities to learn to act for sustainable development. The purpose is to describe and analyze which actions are privileged when children participate in preschool activities. Analyses of video recordings of everyday preschool activities show how children experience activities where they critically discuss and make value judgments about actions. The results of the analyses also show how different actions become relevant in different practices. Furthermore, comparisons are made between the preschool practices and three teaching principles within education for sustainable development (ESD). In ESD, action competence is the ability to critically make value judgments about different alternative ways to act for a sustainable future. The result shows how children make value judgments in situations where facts are not sufficient for solving a problem.

The aim of this paper is to study teachers' roles in preschool children's mathematical reasoning using analysis of epistemological moves. Three moves were identified: instructional moves, confirming move and a new move, concluding move. There were no generative moves encouraging the children to produce different arguments for choice of strategy or conclusion. Both the confirming move and the concluding move functioned as an end of the reasoning and thereby limited the opportunities for the children to learn creative mathematical reasoning. This although that several encounters were created by the preschool teachers, both as formal planned situations and unformal such as free play.

En av nyckelfrågorna inom hållbar utveckling handlar om fördelning av resurser, en fråga som berör värderingar och har flertalet matematiska egenskaper. Denna artikel fokuserar på förskolebarns kollektiva resonemang om fördelning av mängder, när matematiken dominerar resonemanget alternativt ersätts av eller kombineras med hållbara etiska resonemang. Två barn, 4 och 6 år, löste tillsammans sex olika fall. Data ana­lyserades med två ramverk: ett som handlar om kollektiva matematiska resonemang och fokuserar på innehållet i argumenten, och ett som handlar om processen att skapa etiska resonemang. Resultaten visar att enkla situationer löstes främst med matematiska resonemang med transformationen delningsdivison, men där värderingar blev påtagliga tog hållbara etiska resonemang över. Det fanns också en överlappning där matematik användes för att styrka ett etiskt resonemang. Barnen demonstrerade resonemangskompetens och implikationer av detta diskuteras. English abstract When fair share is not equal One of the key questions within sustainable development is allocation of resources, a question that comprises values and has several mathematical properties. This paper focuses on preschool children’s collective reasoning about sharing, when mathematical reasoning dominates or is replaced or combined by sustainable ethical reasoning. Two children, age 4 and 6, solved six cases together. Data was analysed using two frameworks: one deals with collective mathematical reasoning and focus on the components of the arguments, and one about the process creating ethical reasoning. The results show that basic situations were often solved by mathematical reasoning concerning division, but when values were explicit, sustainable, ethical reasoning was used. There was also an overlap, where mathematical arguments were used to back up ethical reasoning. The conclusion is that the children demonstrated reasoning competence, and some implications are discussed.