Young Children's Understanding of Poverty Within a Framework of Sustainability: Action Research in a Kindergarten

Paujik, Yvonne M.

doi:10.5204/thesis.eprints.124681

Cited by 2 publications

(4 citation statements)

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“…In the current project, poverty was introduced to children as the topic for investigation by the teacher-as-researcher. This occurred through teaching and learning focussed on storytelling, the visual arts, collaborative discussion and reflection, and dramatic play (Paujik, 2019) – data generation and collection methods appropriate to early childhood contexts and familiar to the child participants. The children’s interest in the topic was monitored from the outset, with the collection of evidence of their engagement, including the topic appearing in their peer-to-peer conversations and play scenarios.…”

Section: What Is Teacher-as-researcher?mentioning

confidence: 99%

‘Doing’ socio-political sustainability in early childhood: Teacher-as-researcher reflective practices

Paujik

Miller

Gibson

et al. 2020

Global Studies of Childhood

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Young children’s engagement in Education for Sustainability has focussed predominantly on their participation in environment-based initiatives or practices. Reasons for this include a notion that wider dimensions of sustainability, including social, political and economic areas of concern can be too complex and overwhelming for young children. When children experience learning around wider dimensions of sustainability, there is potential to develop genuine and critical understandings about global issues in a transformative and critical learning context. This article investigates how an early childhood teacher, in the role of teacher-as-researcher, engaged young children in a kindergarten classroom in an investigation of poverty as a socio-political aspect of sustainability. The authors focus on teacher-as-researcher critical reflections from action research data to contextualise how curriculum decision-making unfolded. Using critical theory as a guiding framework, the authors examine how knowledge around poverty was co-constructed between children and adults, thus unsettling the idea of teacher as ‘expert’. The authors advocate for early childhood teachers to employ a teacher-as-researcher role in sustainability education and to critically reflect on ways to embed a holistic approach to Education for Sustainability in early childhood contexts.

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Section: What Is Teacher-as-researcher?mentioning

confidence: 99%

‘Doing’ socio-political sustainability in early childhood: Teacher-as-researcher reflective practices

Paujik

Miller

Gibson

et al. 2020

Global Studies of Childhood

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“…This highlighting desired competencies of caring for others and sharing. As well as the influence teachers have on shaping children's understanding, mentioned in Hammond et al (2015) and Paujik (2019), Borg (2017) commented on the importance of parents in developing children's understandings at this age. However, this was from a positive perspective rather than the preconceived prejudices found by Hammond et al (2015).…”

Section: Economicmentioning

confidence: 99%

“…This also involves critical thinking. Paujik (2019) found children developed the understanding of complex ideas and use critical thinking within group discussion linking it to social competency. As all participants did discuss some form of group time (where group discussion likely occurs) during the semi-structured interviews it is notable these concepts were not mentioned.…”

Section: Understanding Multiple Futures/creating a Visionmentioning

confidence: 99%

“…Further competencies within the children of ingenuity, resourcefulness, and agency were also evident. Teachers had previously used art and visual provocations to remind and allow revisiting of ideas, but the researchers noted the need for teachers to offer alternative views, contradictions and show inconsistencies to challenge prejudices.A more recent action research study byPaujik (2019) was based in a kindergarten with 60 children aged 3-5-years but had the added element of involving the 14 staff, using observations including photographs and videos, collection of children's artworks and the keeping of a reflective journal. Along withHammond et al (2015),Paujik (2019) similarly concluded children's understandings could be shifted and influenced through teachers' pedagogies to develop critical thinking and problem-solving.…”

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confidence: 99%

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Teaching 3-5-year olds socio-emotional competence to support UNESCO Sustainability goals.

Mockett¹

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The United Nations Educational, Scientific and Cultural Organization (UNESCO) adopted Sustainable Development Goals (SDG’s) in 2015 followed by the Education for Sustainable Development goals: Learning Objectives (ESDGLO’s) in 2017 outlining learning objectives and key competencies for achievement by 2030. These contain specific socio-emotional objectives. This research examines how early childhood education (ECE) teachers, with a knowledge of environmental education, promote socio-emotional competency in children that could potentially foster the ESDGLO’s. A collective interpretive case study was used to address the research question. In the first phase an online questionnaire was filled out by 20 early childhood teachers from four different centres, asking them to describe a socio-emotional competent child and the teaching strategies they viewed as important to support socio-emotional development. These are analysed using generic inductive analysis to arrive at major themes. Phase two entailed reviewing related centre documentation from these centres, and an analysis of the ESDGLO’s to distil the socio-emotional competencies most frequently mentioned. The final phase involved semi-structured interviews with 12 participants from 3 centres to clarify their ideas and meanings. The results showed very little understanding of either the SDG’s or ESDGLO’s by participants. However, the major themes, from the participants’ views on important socio-emotional competencies and those from the ESDGLO’s were comparable except in one area. The major teaching strategies seemed to potentially foster the other major socio-emotional competencies of the ESDGLO’s. This study shows the need for further teacher education and professional development around the SDG’s and related frameworks for implementation including their relationship to indigenous paradigms. Also, further research and resource development is needed to support ECE teachers with the integration of the ESDGLO’s into their pedagogy.

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Young Children's Understanding of Poverty Within a Framework of Sustainability: Action Research in a Kindergarten

Cited by 2 publications

References 3 publications

‘Doing’ socio-political sustainability in early childhood: Teacher-as-researcher reflective practices

‘Doing’ socio-political sustainability in early childhood: Teacher-as-researcher reflective practices

Teaching 3-5-year olds socio-emotional competence to support UNESCO Sustainability goals.

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