Early Childhood Education: A Vibrant Arena in the Complex Transformation of Society Towards Sustainability

Engdahl, Ingrid; Furu, Ann-Christin

doi:10.1007/s13158-022-00323-0

Cited by 16 publications

(6 citation statements)

References 23 publications

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“…Teachers expressed challenges in balancing professional boundaries with nurturing connections, echoing Howard & Johnson (2000)'s emphasis on the role of teacher-student interactions in resilience development. For instance, one teacher noted, "I try to connect with students, but class size limits this" (Teacher 2), illustrating the practical constraints highlighted in the work of Engdahl and Furu (2022).…”

Section: Resultsmentioning

confidence: 99%

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

Ciucă,

Zăvoianu

2024

RREM

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This study explores educational resilience in primary education, focusing on how teachers can effectively nurture this crucial trait amidst rapid societal changes and an information-rich environment. Utilizing qualitative focus group discussions with ten primary school teachers, the research examines four key themes: student-teacher dynamic, peer influence, family and community engagement, and school environment. The findings reveal that while teachers recognize the importance of building resilience in students, they face challenges due to curriculum demands and resource limitations. Teachers expressed a desire to foster empathetic relationships, positive peer interactions, and engage families and communities but often found these goals hindered by systemic constraints. This research underscores the need for a holistic approach to education beyond traditional academic learning. It highlights the need for professional development, strengthened school-community partnerships, and educational policy reforms that prioritize comprehensive student development. The study concludes that fostering resilience in primary education requires addressing classroom practices and systemic barriers, aligning with contemporary resilience theories and emphasizing the need for classroom interventions to support students' overall well-being and competence.

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Section: Resultsmentioning

confidence: 99%

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

Ciucă,

Zăvoianu

2024

RREM

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“…UN and UNICEF call activities before primary school Early Child Development (ECD), which signals development as the main task. UNESCO, another large player in the area, uses Early Childhood Care and Education (ECCE), which signals that care is more important than education [ 11 ].…”

Section: Methodsmentioning

confidence: 99%

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

2023

Self Cite

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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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“…Vi presenterer ingen uttømmende oversikt, men løfter i hovedsak fram eksempler fra nordisk forskning de siste årene. For å jobbe med baerekraft i barnehagen synes både det politiske språket som brukes om temaet, teorier som belyser det og språk og handlinger i praksis å ha betydning for kvaliteten på arbeidet (Engdahl & Furu, 2022). Et omfattende internasjonalt prosjekt i regi av OMEP (2009OMEP ( -2014 viser at barn i barnehagealder forstår, reflekterer og har forslag til løsninger når det gjelder spørsmål om baerekraft (Engdahl, 2015).…”

Section: Forskning På Barn I Barnehagealder Og Baerekraftunclassified

Kulturell bærekraft - praksiser i samiske barnehager

Åmot

Bjerklund

2023

nbf

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I Norge går ca. tusen barn i samiske barnehager (Statistisk sentralbyrå, 2016). I denne artikkelen utforsker vi hvordan samiske barnehagers verdiforankring kan settes i sammenheng med begrepet kulturell bærekraft. Vi bygger på et kvalitativt datamateriale fra intervju med ansatte og observasjoner i seks samiske barnehager i Norge. Kulturell bærekraft handler om retten til selvbestemmelse over egen kultur, jf. FNs urfolkserklæring artikkel 3. Målene om økonomisk, økologisk og kulturell bærekraft henger sammen: Økologisk bærekraft gir grunnlag for økonomisk bærekraft, og sammen gir økologisk og økonomisk bærekraft mulighet for å ivareta og utvikle kulturell bærekraft (Landbruks- og matdepartementet, 2018). Vår studie belyser hvordan praksisen i samiske barnehager kan forstås som kulturell kapital (Bourdieu, 2006) og som bærekraftsindikatorer. Dette innbefatter en forståelse av at kultur er en nødvendig forankring for å skape et bærekraftig samfunn som utvikler øko-kulturell sivilisasjon (Soini & Birkeland, 2014). Vår studie synliggjør hvordan samiske barnehagers vektlegging av samisk kultur gjennom praktiske handlinger og mytiske fortellinger bygger et fundament for bærekraft i praksis. Vi avslutter med å skissere hvordan barnehagepedagogikken generelt kan trekke veksler på dette. ENGLISH ABSTRACT Cultural sustainability – daily practices in Sámi ECEC The United Nation’s Sustainable Development Goals reflect the three dimensions of sustainable development: climate and environment, economic conditions, and social conditions. On a general basis, kindergartens play an important role in preparing the coming generations for building a sustainable society (Kunnskapsdepartementet [Ministry of Education], 2017; Wals & Benavot, 2017). In Norway, the approximately 1,000 children attending Sámi kindergartens are spread across the country (Statistisk sentralbyrå [Statistics Norway], 2016). This article explores how the underlying values in Sámi kindergartens can be linked to the concept of cultural sustainability by examining qualitative data material from interviews with kindergarten staff and observations in six Sámi kindergartens in Norway. The study points out how the practices in Sámi kindergartens can be understood as cultural capital (Bourdieu, 2006) and as sustainability indicators. This is based on an understanding that culture is a necessary anchor for creating a sustainable society that develops an eco-cultural civilization (Soini & Birkeland, 2014). Our study also points out how Sámi kindergartens’ emphasis on Sámi culture through practical actions and mythical narratives provides a foundation for sustainability in practice. We conclude by outlining how kindergarten pedagogy in general can draw on this.

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Early Childhood Education: A Vibrant Arena in the Complex Transformation of Society Towards Sustainability

Abstract: Early Childhood Education: A Vibrant Arena in the Complex… doubt that we must considerably ramp up our work for sustainability in order to protect the foundations for a good life on planet Earth.

Cited by 16 publications

References 23 publications

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

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

Kulturell bærekraft - praksiser i samiske barnehager

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