Aesthetic Practice as Part of Work with Sustainability, Participation and Environment – Examples from a Finnish and Swedish Preschool

Häikiö, Tarja Karlsson; Mårtensson, Pernilla; Lohilahti, Liisa

doi:10.23865/nse.v40.2601

Cited by 5 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Šorytė and Pakalniškienė"s (2019) research indicate that children"s opinions regarding the protection of environment is related to human beings and other elements of the nature and also children give statements about the importance of protecting human life, human health, animals and plants. In addition, research on early childhood education today indicates that children, parents and teachers do not focus only on local problems but they also focus on global problems such as making compost, reduction, reuse and recycling (Alıcı, 2013;Ärlemalm-Hagsér and Sundberg, 2016;Cengizoğlu, 2013;Güler-Yıldız et al, 2017;Häikiö et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Education for sustainable development: Investigation of preschool childrens metaphorical perceptions and views regarding global problem concept

Duygu,

Tugçe

2023

Educ. Res. Rev.

View full text Add to dashboard Cite

This research will explore preschool children"s metaphorical perceptions and views about the concept of "global problem" in the context of education for sustainable development. The study will involve 20 preschool children, who are aged between 60 and 70 months and are attending a public kindergarten in İzmir, Turkey, during the Spring of 2021-2022 academic year. The data collection process involved semistructured interviews. Interviews were carried out with 20 preschool children on their perspectives and perceptions of "global problem," which was interpreted via content analysis. The findings of the qualitative analysis provided participants" perceptions and views related to global problems. The sample group was formed via convenient and criterion sampling method. The data were collected through a demographic information form and a semi-structured interview form which includes a metaphor sentence and open-ended interview questions. The results suggest that the preschool participants created themes (pillars), sub-themes and eighteen metaphors regarding the concept of "global problem" during the metaphor formation process. It was found that children's metaphors and views regarding the global problem were placed under the themes named "social-cultural", "environmental" and "economic". It was also found that the participants placed their metaphors and views regarding the "global problem" under the "social-cultural" theme most frequently.

show abstract

Section: Discussionmentioning

confidence: 99%

Education for sustainable development: Investigation of preschool childrens metaphorical perceptions and views regarding global problem concept

Duygu,

Tugçe

2023

Educ. Res. Rev.

View full text Add to dashboard Cite

show abstract

“…With respect to didactics, My Cookery aims to integrate experiential learning, student co-determination and the active use of taste competences during cooking (Leer & Wistoft, 2018). Recent research has shown that this combination of approaches shows good potential in enhancing student learning outcomes in food education (Christensen and Wistoft, 2016; Hansen et al, 2019 Häikiö et al, 2020; Mäkelä et al, 2018; Ozorak, 2013). However, the implementation of these didactics alongside the provision of children’s cookbook offers a unique way of applying these approaches, and therefore, research on the use of the method is also sparse.…”

Section: My Cookerymentioning

confidence: 99%

Children’s cookbooks – Learning by using recipes, cooking experiments and taste competence

Christensen

Wistoft

2022

Health Education Journal

View full text Add to dashboard Cite

Introduction: My Cookery is a children’s cookery book that aims to enhance children’s joy of cooking and develop their cooking skills. It has been distributed to more than 450,000 children in Denmark. The development of the book was infomed by research into food education approaches that are generally known to enhance student outcomes (experiential learning, co-determination and activating taste competences). This article reports on a study which aimed to investigate the effectiveness of the different approaches students use to engage with the cookery book. Method: A survey was conducted among students ( N = 1,609) with experience of using My Cookery. Outcomes were measured in terms of self-assessed learning. Different approaches to use were measured in terms of (1) how recipes were used, (2) whether taste competences were used actively, (3) students’ level of co-determination and (4) school, home and website use, respectively. Through multiple stepwise regression, correlations between student outcome and different methods of usage were analysed. Conclusion: The results indicate that the greatest effect was achieved when students used their taste competences actively. The second-largest effect was linked to students’ home usage. To carry out effective home economics teaching, it may be essential to facilitate processes that reach into the home and ensure taste competences are activated during cooking.

show abstract

“…Research has shown over and over again that a nation that genuinely takes care of the education of its young has an assured successful future (Chong et al, 2021). Research from this perspective has also demonstrated that the earlier deliberate sustainable learning environments are created for the children, the better a competitive urge is created and given to them in terms of employment and further learning opportunities as well as the world of work, generally (Häikiö et al, 2020). Through this very early provision of sustainable learning environments, children grow to become genuinely productive citizens of a democracy.…”

Section: Introductionmentioning

confidence: 99%

Understanding Curriculum Transformations Towards the Creation of Sustainable Learning Environments: A Posthumanist Reflection

Makeresemese,

Mahlomaholo

2023

RESSAT

View full text Add to dashboard Cite

This paper uses posthumanism as the theoretical framing to understand the curriculum transformations towards creating sustainable learning environments at some higher education institutions (HEIs) and the early childhood care and education (ECCE) centres in South Africa. The choice of these two bands in education is necessitated by the fact that curriculum singularities and/or insularities have become obsolete in the context of the Covid-19 pandemic and its aftermath, the calls for decolonization of the curriculum and the challenges of the Fourth Industrial Revolution (4IR). For example, COVID-19 has demonstrated that the curriculum is best delivered when various actors, different modes of interaction and distributed sites are used to ensure no learner is left behind, irrespective of their station in life. Emphasizing the same notions of multi-layered and multi-perspectival approaches, the calls for decolonization affirm the importance of all canons of knowledge, beyond just the euro-centric ones, as the basis for a transformed curriculum. Furthermore, the 4IR privileges the skills of collaboration and compassion for others as critical in this era. What the article brings forth as the central idea is the primacy of relationalities in the construction of curriculum, hence the identities of learners, students, academics, caregivers, institutions of higher learning and care centres. The above are beyond the deleterious influences of anthropocentrism, hence the Anthropocene, and the individuality of humanism and enlightenment. Creating sustainable learning environments is the primary goal of all curricula across the globe. The challenge thus far has been the curriculum approaches that isolate individuals and/or processes from the stakeholders and role players. Curricula emphasized the lone genius’s power and prowess, relying almost solely on their innate abilities as advised by genetic epistemology; this was despite the incessant caution by socio-culturalism and eco-systemic couplings. The latter advocates for the focus on relationalities as a basis for curriculum quality assurance and its transformations. To evidence the above, this article traces how the scholars and practitioners of the curriculum at HEIs and ECCE in South Africa have shifted focus from an emphasis on isolationism to collaboration and the privileging of relationalities. The article highlights the nature and the specificity of those changes and how they relate to new curriculum experiences.

show abstract

Aesthetic Practice as Part of Work with Sustainability, Participation and Environment – Examples from a Finnish and Swedish Preschool

Cited by 5 publications

References 14 publications

Education for sustainable development: Investigation of preschool childrens metaphorical perceptions and views regarding global problem concept

Education for sustainable development: Investigation of preschool childrens metaphorical perceptions and views regarding global problem concept

Children’s cookbooks – Learning by using recipes, cooking experiments and taste competence

Understanding Curriculum Transformations Towards the Creation of Sustainable Learning Environments: A Posthumanist Reflection

Contact Info

Product

Resources

About