A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway

Li, Minyi; Yu-lin, Zhang; Yuan, Lili; Birkeland, Åsta

doi:10.1177/2096531119893483

Cited by 18 publications

(8 citation statements)

References 33 publications

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“…Currently, the ideas of ESD are being implemented in preschool education in many countries. (Engdahl et al, 2021;Li et al, 2019;Pramling Samuelsson et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Learning Environment for Sustainable Development: OMEP ESD Rating Scale In Russia

Ryzhova¹

2022

European Proceedings of Educational Sciences

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Currently, education for sustainable development is a priority area of Early Childhood Care and Education (ECCE). In 2009 the World Organization for Early Childhood Education (OMEP) announced the launch of an international project on Education for Sustainable Development (ESD) of young children, the topics of which change regularly. The article gives a brief overview of the development of education for sustainable development of preschool children in Russia, examines the implementation of the latest OMEP project -ESD Project Rating Scale in Russia, analyzes its first results, the difficulties encountered by pedagogues in using the new method of assessment of the developmental environment, and ways to solve them, the perception of the scale by pedagogues, options for preparing pedagogues to participate in the project and organization of work on the developmental environment assessment in different kindergartens. The importance of adapting the conditions of the OMEP ESD Rating Scale Project to Russian reality is discussed, examples of recommendations of the National Project Leader for the use of rating scale indicators are given. Conclusions are made about the importance of the rating scale for kindergarten development and the incorporation of sustainable development ideas into educational programs. The first results of the pedagogues' evaluation of the developmental environment of kindergarten (group) in all three dimensions of ESD (environmental, economic and social, including culture) are analyzed.

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“…Currently, the ideas of ESD are being implemented in preschool education in many countries. (Engdahl et al, 2021;Li et al, 2019;Pramling Samuelsson et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Learning Environment for Sustainable Development: OMEP ESD Rating Scale In Russia

Ryzhova¹

2022

European Proceedings of Educational Sciences

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“…Many studies already have focused on ECE [6,[14][15][16], challenges of preschool systems [17][18][19], kindergarten care [20,21], and Puhui kindergartens [2,3,7] in China, but there is almost no focus on the social responsibility of Puhui kindergartens which it should render for society. Therefore this study addresses three research questions: (a) Are Puhui kindergartens participating in any social responsibility programs?…”

Section: Introductionmentioning

confidence: 99%

Assessment of the status quo of social responsibility performance of inclusive kindergartens: Evidence from China

et al. 2022

PLoS ONE

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China is determined to accomplish universal preschool education by asking the kindergartens to participate in social responsibility programs. This study intends to assess the level of participation of inclusive kindergartens in social responsibility programs. This study uses the Delphi expert method, integrated ISO26000 International Standard Guidelines for Social Responsibility, CSR (Corporate Social Responsibility) Scale, and the characteristics of the preschool education industry to construct a social responsibility evaluation model for inclusive kindergartens. It includes five dimensions (responsibility management, customer responsibility, employee responsibility, social service, and organizational responsibility) to show the social responsibility status of kindergartens. Data was collected from 832 respondents from 27 provinces, cities, and regions in China. This study reveals that the overall performance of social responsibility of inclusive kindergarten (3.67) is better, while organization responsibility (3.91) shows the highest performance. In comparison, customer (3.63) and staff responsibility (3.63) deliver average performance, and responsibility management (3.56) offers lower performance. The statistical analysis shows that the nature of kindergartens, whether inclusive or not, the number of classes, years of establishment, the distribution area, and performance are different. Kindergartens should have certain social values, including specific behaviors and participating in social activities in the spirit of social service. They should ensure preschool teacher’s professional and vocational development through multiple subjects’ synergetic governance. In addition to fulfilling the teachers’ social responsibility and professional development, the findings can put forward the cooperation with the government, social organizations, and kindergartens to improve teachers’ professional quality and social responsibility.

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“…Such studies have been published on Nordic ECEC policy documents; however, there are concerns about the quality and content of those conducted in Nordic countries [39,40], as well as their values of democracy, caring and competence [41], quality aspects of different curricula [2], the current and future directions of Nordic ECEC policy-making [22] and central dimensions and dilemmas in Nordic ECEC [18]. Other studies have been conducted between some Nordic countries and other countries, such as play and learning in Norway, Finland, China and Hong Kong [42] as well as the use of legislative documents to examine the sustainability of ECEC policies across different countries [43][44][45][46]. An international study investigated the national recommendations regarding PA for children under the age of 5 in 10 countries [47].…”

Section: Introductionmentioning

confidence: 99%

Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

Sollerhed

Olesen

Fröberg

et al. 2021

IJERPH

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The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit.

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A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway

Abstract: Purpose: This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustainability (ECEfS) in China and Norway.

Cited by 18 publications

References 33 publications

Learning Environment for Sustainable Development: OMEP ESD Rating Scale In Russia

Learning Environment for Sustainable Development: OMEP ESD Rating Scale In Russia

Assessment of the status quo of social responsibility performance of inclusive kindergartens: Evidence from China

Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

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