Care and Social Sustainability in Early Childhood Education: Transnational Perspectives

Weldemariam, Kassahun; Chan, Angel; Engdahl, Ingrid; Samuelsson, Ingrid Pramling; Katiba, Timothy Chepkwesi; Habte, Tewodros; Muchanga, Roland

doi:10.3390/su14094952

Cited by 6 publications

(3 citation statements)

References 41 publications

(52 reference statements)

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“…These notions show that children’s own experiences, the holistic view on education and care, and children’s right to participate in their own learning process are valued differently, whereby some agencies stress child development and others highlight education, educare, or education and care. We can also see in a comparative policy study of majority and minority world countries how education and care are related to sustainable development in different countries in the majority and minority world [ 13 ]. Some countries divide ECEC for young children by age, where ECEC for children under a certain age are focusing on care.…”

Section: Methodsmentioning

confidence: 99%

Systematic Child Talks in Early Childhood Education—A Method for Sustainability

2023

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One of a preschool teacher’s most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Preschool, involving around 200 teachers in Early Childhood Education. During the spring of 2022, the preschools carried out theme-oriented projects linked to sustainable development. The participating preschool teachers were then asked to carry out systematic child talks with children about learning for sustainability and their understanding of the sustainability-related content. Using content analysis, three different approaches were identified as to how teachers communicate with children systematically about various content related to sustainability: (1) joint creation of meaning, (2) question and answer, focusing on remembering facts, and (3) following the children. There is a large variation in the teachers’ communicative competences. A key factor seems to be to create a shared inter-subjective atmosphere, while at the same time being open for alterity, that is, introducing new or slightly changed perspectives for the dialogue to deepen and continue.

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Section: Methodsmentioning

confidence: 99%

Systematic Child Talks in Early Childhood Education—A Method for Sustainability

2023

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“…A caring relationship is vital for promoting social sustainability, particularly in ECE settings [26]. Previous research on teachers' caring in the ECE context has shown teachers' caring to be an important issue, and a caring teacher can positively impact children's learning and development.…”

Section: Teachers' Caring In Ecementioning

confidence: 99%

Paths to Promote the Sustainability of Kindergarten Teachers’ Caring: Teachers’ Perspectives

et al. 2022

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Caring is a crucial aspect of early childhood education (ECE) and is an essential attribute possessed by kindergarten teachers. The sustainable development of ECE in aging China calls for the sustainable development of teachers’ caring. However, research into teachers’ caring in education for sustainable development in ECE has been scarce. This paper aims to emphasize a concern for the theme of caring in the sustainability of ECE and to provide a Chinese perspective on this topic. This study explored the path to promote the sustainability of teachers’ caring from the perspective of Chinese kindergarten teachers, based on an analytical framework of cognition, emotion, will, and behavior. For this purpose, semi-structured interviews were conducted with 17 Chinese kindergarten teachers. The data were analyzed using MAXQDA, qualitative data analysis software, and the descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. Research shows that reading, leisure and art activities, cultural immersion, and mentoring practice can bring many benefits to the promotion of teachers’ caring. Continuous reading can awaken teachers’ caring conscience and promote the sustainability of caring cognition while sufficient leisure and art activities can generate their caring emotions and promote their sustainability. Cultural immersion can cultivate teachers’ caring beliefs and promote the sustainability of caring will while mentoring practice can shape teachers’ caring behaviors and promote their sustainability. The four paths cited above successfully helped teachers overcome the obstacles to caring that they faced and promoted their caring abilities. This study provides systematic paths for promoting the sustainability of kindergarten teachers’ caring and emphasizes their self-care as critical to ensuring teachers’ caring. The necessity of providing effective institutional and policy support to promote the sustainable development of teachers’ caring is suggested.

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“…Furthermore, there is recognition of the imperative of sociocultural perspectives in understanding how children learn and thrive in educational settings (Amani & Fussy, 2023;Correia et al, 2023;Graham et al, 2023;Hedges, 2022;Kalicki & Koenig, 2021;Kultti, 2024;Leuwol et al, 2023;Liang et al, 2024;Repo et al, 2024;Weldemariam et al, 2022). Sociocultural perspectives in ECE, rooted in the work of Lev Vygotsky, emphasize the importance of considering children's cultural backgrounds, social interactions, and historical contexts in educational practices (Bodrova & Leong, 2024;El Gazi & Ibrahimi, 2024;McLeod, 2024;Vygotsky, 1978).…”

Section: Introductionmentioning

confidence: 99%

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

2024

JCSD

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The present scoping review examines the significance of sociocultural perspectives in early childhood education (ECE), exploring implications for practice, policy, and research. Rooted in the work of Lev Vygotsky, sociocultural theory provides a framework for understanding the complex interactions between children and their social environments and considering cultural contexts. The significance of sociocultural perspectives in early childhood education cannot be overstated, directly impacting the inclusivity and effectiveness of educational practices, recognizing that each child's learning is deeply influenced by their cultural background, which shapes their experiences and interactions. Additionally, as societies become increasingly multicultural, the ability to incorporate and respect different cultural values within educational settings is crucial for fostering mutual respect and understanding among young learners. The review explores key concepts such as social interaction, language development, and the Zone of Proximal Development (ZPD), highlighting their role in shaping children's learning and development. Furthermore, it discusses the challenges and considerations in implementing sociocultural approaches, including addressing cultural biases, balancing individual and collective learning needs, and overcoming limited resources and institutional barriers. The review also accentuates the importance of integrating sociocultural approaches into ECE curricula, promoting Culturally Responsive Teaching (CRT) practices, and building partnerships with families and communities. Future research directions include exploring innovative approaches to sociocultural practices, examining the long-term impacts of sociocultural interventions, and addressing gaps in existing literature. Overall, sociocultural perspectives in ECE can create more equitable and inclusive learning environments, empowering all children to thrive and reach their fullest potential.

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Care and Social Sustainability in Early Childhood Education: Transnational Perspectives

Cited by 6 publications

References 41 publications

Systematic Child Talks in Early Childhood Education—A Method for Sustainability

Systematic Child Talks in Early Childhood Education—A Method for Sustainability

Paths to Promote the Sustainability of Kindergarten Teachers’ Caring: Teachers’ Perspectives

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

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