Toward Young Children as Active Researchers: A Critical Review of the Methodologies and Methods in Early Childhood Environmental Education

Green, Carie J.

doi:10.1080/00958964.2015.1050345

Cited by 60 publications

(54 citation statements)

References 49 publications

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“…Another perspective to be further addressed concerns the epistemological, ontological and ethical issues of interconnectedness, care and how to be a human or a non-human in a contradictory world, issues that teachers and children face daily (Davis and Elliott 2014;Green 2015;Plumwood 2002;Somerville and Williams 2015) There is an urgent need to generate counter-hegemonic ways of seeing and understanding the world to secure global change for sustainability. This study illuminates meanings that are tacitly built into the system of organised everyday life in the institution (HE and ECE)-a hidden curriculum, where subjectivities are produced and regulated.…”

Section: Discussionmentioning

confidence: 99%

Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings

Ärlemalm‐Hagsér

2017

IJEC

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Workplace-based learning experiences are integral to early childhood teacher education. In Sweden, the objectives of early childhood teacher education programmes require students to develop knowledge and skills about education for sustainability (EfS), in accordance with national policy documents. This includes how to work with EfS in everyday practice. The aim of this qualitative study was to critically analyse how pre-service teachers describe their workplace encounters with EfS, including dilemmas observed in practice and divergences in interpretation of EfS. The empirical data comprised 76 blogs (188 pages of text) written by preservice teachers as a requirement for a university course report about EfS in early childhood education. A document analysis was employed to critically examine the blogs through a reflexive interpretive process. The findings were revealing of both the students' meaning-making processes and their workplace supervisors' understandings of EfS. The findings depict different cultures of 'doing' EfS in early childhood settings, reflecting pluralistic and divergent landscapes of understandings as well as an absence of transformative whole-institution approaches in the implementation of EfS.Keywords Critical theory Á Education for sustainability Á Early childhood education for sustainability Á Higher education Á Teacher education Résumé Les expériences d'apprentissage en milieu de travail font partie intégrante de la formation des enseignants de la petite enfance. En Suède, les objectifs des programmes de formation des enseignants de la petite enfance obligent les étudiants à développer des connaissances et compétences en éducation au développement Resumen Las experiencias de aprendizaje en entornos de trabajo reales son esenciales para la formación de los profesores de educación infantil. En Suecia, el objetivo de los programas de formación de profesores de educación infantil es el desarrollo de conocimientos y habilidades en cuanto a la Educación para el Desarrollo Sostenible (EDS) con arreglo a las normativas nacionales. Esto incluye cómo trabajar con la EDS diariamente. El objetivo de este estudio cualitativo es analizar de manera crítica cómo describen los profesores en formación su experiencia con la EDS durante su contacto con un entorno de trabajo real, e incluye los dilemas que han observado y las diferencias de interpretación de la EDS. Los datos empíricos utilizados fueron 76 blogs (188 páginas de texto) escritos por profesores en formación que la universidad les requería para elaborar después un informe sobre la EDS en el marco de la educación infantil. Se utilizó un análisis documental para examinar de manera crítica los blogs en un proceso interpretativo de reflexión. Los hallazgos nos han mostrado los procesos de generación de significado tanto de los profesores en formación como de sus supervisores en lo relativo a la comprensión de la EDS. Los resultados retratan las diferentes culturas de trabajo con la EDS en el ámbito de la educación infantil, reflejan paisajes d...

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Section: Discussionmentioning

confidence: 99%

Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings

Ärlemalm‐Hagsér

2017

IJEC

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“…The growing body of ECEfS research literature from different theoretical and methodological perspectives (Ä rlemalm-Hagsér and Davis 2014; Davis and Elliott 2014;Green 2015;Somerville and Williams 2015) suggests there are several research areas still to be developed: (1) critical studies; (2) education contexts; (3) transformational pedagogies; and (4) ECEfS theoretical concepts and understandings.…”

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confidence: 99%

Special Issue: Contemporary Research on Early Childhood Education for Sustainability

Ärlemalm‐Hagsér

Elliott

2017

IJEC

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The first IJEC special issue on early childhood education for sustainability (ECEfS) was published in 2009. It included an article ) about the UN set of recommendations adopted for education for sustainable development (ESD) in early childhood education, which are also titled The Gothenburg Recommendations. The 2009 special issue also included papers with themes on citizenship, globalisation, diversity, cultural relevance, policy and pedagogy, but only a few were informed by empirical research. In the editorial for the 2009 special issue, John Siraj-Blatchford (2009) noted that these papers focused on interrogating dominant economic and political thinking, promoting the three pillars of sustainability, and investigating the challenges of globalisation. Almost a decade later as global climate change has become a cause for mitigation rather than prevention, it appears more than timely for us, as guest editors, to revisit ECEfS. Our intent in this editorial is to critically reassess the journey travelled so far and propose avenues for further exploration.We are driven by a firm belief that in early childhood education, we have an ethical responsibility to care and to act for sustainable futures for all, irrespective of the troubling political landscapes that thwart our calls for quantum global changes. In a recent compilation of articles about children and climate change, Currie and Deschenes (2016) make it patently clear that today's children will bear the brunt of climate change for years to come, their well-being and development will be negatively impacted, and global inequities for children will be exacerbated. Further, the current seventeen UN Sustainable Development Goals (SDGs) (2016) & Eva Ä rlemalm-Hagsér

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“…It was also emphasized in the study that the children's participation processes were mainly limited by the goals of adults and children that needed to take part in the decision-making procedures within the scope of ESD. Green (2015) stated that methods through which children's active participation could be achieved needed to be used in the ECESD. In a previous study, Green (2013) examined preschool teachers' opinions on sustainable education that the teachers were eager to engage in the integration of sustainable development dimensions with education but they found that topics such as social justice, independence, human rights, and economics were too abstract to teach children.…”

Section: Discussionmentioning

confidence: 99%

Drama in Education for Sustainable Development: Preservice Preschool Teachers on Stage

Akyol¹,

Kahriman-Pamuk²,

Elmas³

2018

JEL

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Early childhood education for sustainable development roots on environmental, socio-cultural and economic ground for encouraging lifelong learning and improving values and behaviors that support sustainable development such as use of natural resources, cultural awareness, gender equality, and democracy. Educational drama contributes to the development of skills necessary for sustainable development such as communication, cooperation and decision-making. This study has two main objectives: the former is to raise awareness and to develop these skills of pre-service teachers by organizing drama activities in Education for Sustainable Development (ESD); the later objective is to implement and to evaluate the activities based on the data collected from pre-service teachers and from one specific pre-school teacher, in whose classroom these activities were carried out. Phenomenographic approach was adapted for the current study and the data was collected through interviews, photos, and field notes. The study shows that the drama activities increase awareness and improve skills for ESD within pre-service teachers. Furthermore, opinions and experiences of the pre-service teachers and the preschool teacher state that drama has positive impact on learning of pre-school children about sustainable development.

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Toward Young Children as Active Researchers: A Critical Review of the Methodologies and Methods in Early Childhood Environmental Education

Cited by 60 publications

References 49 publications

Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings

Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings

Special Issue: Contemporary Research on Early Childhood Education for Sustainability

Drama in Education for Sustainable Development: Preservice Preschool Teachers on Stage

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