Pre-school children’s agency in learning for sustainable development

Caiman, Cecilia; Lundegård, Iann

doi:10.1080/13504622.2013.812722

Cited by 100 publications

(69 citation statements)

References 49 publications

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“…In this process, young children's production of different logics may arise, leading to inventiveness that can push the limit of what science might be. To position children as active, agentive participants suggest the need for rearranging the child-teacher relationship (Caiman and Lundegård 2014). Taking young children's curiosity, wonderings and problems-under-construction seriously (Olsson 2013) is a challenge as it addresses to what extent teachers' radical, thorough, listening is practiced in science class (Bateson 1971;Siry and Brendel 2016).…”

Section: Young Children Learning Science-an Educational Challengementioning

confidence: 99%

“…The realm of aesthetics was analysed as young children explored science and sustainability issues. The results showed that children's encounters with the physical environment, such as tiny pea plants and a bird nest, as well as their own sketches, allowed them to develop agency and their sense of belonging (Caiman and Lundegård 2014). Another study compared children's expressions in drawings with statements they made during interviews about the human body (Lundin and Jakobson 2014).…”

Section: Art In Science Educationmentioning

confidence: 99%

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The Role of Art Practice in Elementary School Science

Caiman

Jakobson

2019

Sci & Educ

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The aim of this study was to examine the role of aesthetic practice in elementary school and the consequences for children's meaning-making in science. More specifically, we intended to scrutinise what science learning emerges within the process, to target the consequences of adopting art practice in science class and to explore these two dimensions as a whole in order to better understand how children make meaning when exploring animals' ecology. The data, comprising audio recordings, photographs of children's drawings and field notes, were collected in one school which we visited on three occasions over a period of four consecutive days. The school is located in Sweden, and the children participating in the study were between 6 and 7 years old (Swedish grade 1). In this particular study, the children were involved in exploring animals' ecology. Data was analysed by means of practical epistemology analysis (PEA), taking its stance in Deweyan pragmatic philosophy on learning and meaningmaking. The results reveal that art practice was important for children's cognitive and aesthetic learning in science. The entanglement of science learning and art-in-the-making was shown to be of significance for broadening and deepening children's science repertoire. In addition, children's imagination and creativity was a vital part of their meaning-making when exploring a complex phenomenon, such as the spinneret, the Bspider-thread machine^. All along the process, the young learners, in transaction with the contextual features, developed agency meaning that the children owned the problems and developed action strategies through art and speech.

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Section: Young Children Learning Science-an Educational Challengementioning

confidence: 99%

Section: Art In Science Educationmentioning

confidence: 99%

The Role of Art Practice in Elementary School Science

Caiman

Jakobson

2019

Sci & Educ

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“…Although ESD should be an ongoing topic for students of all educational levels (UNESCO, 2005b), pupils come first in contact with these issues during early childhood education (e.g. Caiman & Lundegård, 2014;Duhn, 2012;Prince, 2010). Teachers of all educational levels should be aware of the importance of ESD and be able to include environmental issues in all subjects (Plakitsi et al, 2013).…”

Section: Our Contributionmentioning

confidence: 99%

Knowledge, Perceptions and Attitudes on Education for Sustainable Development of Pre-Service Early Childhood Teachers in Greece

Maidou

Plakitsi

Polatoglou

2019

WJE

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Education for Sustainable Development (ESD) is an important issue for the education of students worldwide becauseit offers knowledge, skills, attitudes and values necessary to ensure a sustainable future for humanity at local andglobal levels, which is nowadays becoming critical. The decade 2005-2014 called ‘Decade of ESD’ was an initiativeby the United Nations to promote ESD worldwide, followed currently by the Agenda 2030. ESD should be anongoing subject for students in formal and informal education, at all educational levels, and in life-long learningprograms, starting with early childhood education. This paper reports on the knowledge, perceptions and attitudes ofpre-service early childhood teachers of the University of Ioannina, Greece, on ESD using a quantitative approachutilizing a questionnaire. Our findings showed that most pre-service teachers had knowledge on environmentalaspects but did not consider societal and financial matters to be aspects of ESD. Furthermore, most students hadnever ESD lessons during their formal education. Our findings depict that pre-service students believe that ESD is animportant issue, that it should be included in the curricula and that lessons on EDS during their studies woulddevelop their ability to teach ESD to their students.

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“…how their familiar experiences from everyday life become related and blended into innovative inventions to secure the life for animals they care about. Moreover, while children create meaning and participate in an activity toward a purpose there is always anticipation involved (Dewey 1938(Dewey /1997, which can be registered in their positive or negative aesthetic judgments and also expressed by, for example, laughter and other outbursts (Jakobson and Wickman 2008)-all visible in their dialogues (Caiman and Lundegård 2014). By thoroughly scrutinizing how diverse experiences emerge, dissolve and become blended, this article strives to empirically investigate the process of imagination in accordance with Dewey's articulations.…”

Section: Practical Epistemological Analysismentioning

confidence: 99%

Young children’s imagination in science education and education for sustainability

Caiman

Lundegård

2017

Cult Stud of Sci Educ

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This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish preschool, and the data was collected 'in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

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Pre-school children’s agency in learning for sustainable development

Cited by 100 publications

References 49 publications

The Role of Art Practice in Elementary School Science

The Role of Art Practice in Elementary School Science

Knowledge, Perceptions and Attitudes on Education for Sustainable Development of Pre-Service Early Childhood Teachers in Greece

Young children’s imagination in science education and education for sustainability

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