Early Childhood Education for Sustainable Development in Korea

Park, Eunhye; Shin, Eunsoo; Park, Seenyoung

doi:10.1007/978-3-319-42208-4_6

Cited by 4 publications

(4 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At present, the Chinese Kindergarten Education Guideline (MOE, 2001) divides the kindergarten curriculum into five domains. Although ESD content has not been systematically integrated into the guideline, similar to the current national curriculum for young children in other Asian countries, such as South Korea (Park et al, 2016), there are many curriculum objectives that relate to ESD. For example, Article 30 of the Regulations for Work in the Kindergarten (MOE, 2016) states that “kindergartens should create an atmosphere of respect, acceptance, and love, and establish a good relationship among peers, as well as between teachers and children.” This reflects the social–cultural domain of ESD: a sustainable society is a just and inclusive society, reflecting the characteristics of participation, equality, and democracy, the development of that requires compassion, and respect for differences, equality, and justice (Zhou, 2012).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research

Wang¹,

Zhou

Cui

2019

ECNU Review of Education

View full text Add to dashboard Cite

Purpose: This article was intended to share and reflect on experiences concerning the education for sustainable development (ESD) project at Hongqiao Kindergarten in Shanghai. The project aimed to explore how ESD could be implemented in a current curriculum and to provide useful examples of educational activities and experiences. Design/Approach/Methods: The action research included two cycles with four steps. The first cycle involved the integration of ESD into a traditional science curriculum. The second cycle involved the validation and optimization of the ESD objectives. The implementation strategies were reviewed and refined. Findings: First, a variety of strategies can be used to identify the theme and choose the content. Second, the objectives should be developed on children’s life experiences and interests. Third, the idea of ESD can be implemented in multiple ways. Fourth, a reasonable objective system involving ESD was constructed for children by ages. Fifth, there were many effective ways to integrate ESD activities into other domains of curriculum. The challenges and implications were also discussed. Originality/Value: The study had a positive effect on teachers’ ability to practice ESD. This was a pioneer project in early childhood education in China, which provided valuable information for those aiming to implement ESD practices in Chinese kindergartens.

show abstract

Section: Discussionmentioning

confidence: 99%

“…(Park et al, 2016), there are many curriculum objectives that relate to ESD. For example, Article 30 of the Regulations for Work in the Kindergarten (MOE, 2016) states that "kindergartens should create an atmosphere of respect, acceptance, and love, and establish a good relationship among peers, as well as between teachers and children."…”

mentioning

confidence: 99%

Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research

Wang¹,

Zhou

Cui

2019

ECNU Review of Education

View full text Add to dashboard Cite

show abstract

“…Overall, studies of early childhood sustainability and environmental education have made important contributions to sustainability, with contributions from Canada (Elliot & Krusekopf, 2017), Chile (Simonstein, 2016), China (Zhou, Liu, Han, & Wang, 2016), Kenya (Macharia & Kimani, 2016), Korea (Park, Shin, & Park, 2016), Norway (Heggen, 2016), Portugal (Folque & Oliveira, 2016), Sweden (Kultti, Larsson, Arlemalm-Hagser, & Pramling-Samuelsson, 2016), Turkey (Haktanir, Guler, & Ozturk, 2016), UK (Siraj-Blatchford, 2016), and the USA (Mogharreban & Green, 2016). What emerges is a plurality of pedagogical practices (Arlemalm-Hagser, 2017) for the development of a concept of sustainability (see Pramling Samuelsson & Park, 2017), with some international comparisons between early childhood educators (Japan, Australia and Korea) showing that traditional nature based approaches dominated (Inoue, O'Gorman, Davis, & Ji, 2017).…”

Section: Background Literature On Sustainabilitymentioning

confidence: 99%

E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment

Almeida

Fleer

2021

International Perspectives on Early Childhood Education and Development

View full text Add to dashboard Cite

Internationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.

show abstract

“…The ERS-SDEC measures both curriculum and pedagogic provisions for children aged from two-and-a-half to seven years, that are suitable for one classroom (OMEP, 2013). As of today, there is only one academic publication regarding progress in ERS-SDEC validation (S. Park & E. Park, 2014).…”

Section: Research Gaps and Research Questionsmentioning

confidence: 99%

Characteristics of Green Schools: Observations of Award-winning Green Preschools in Bali, Berkeley and Hong Kong

Iwan¹,

Rao²,

Poon³

2018

Journal of Education for Sustainable Development

View full text Add to dashboard Cite

Award-winning Green Preschools in Bali, Berkeley and Hong Kong were selected to explore the characteristics of Green Schools using measures developed by educators (Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC)) and architects (simplified Leadership in Energy and Environmental Design (LEED) development). Classrooms for 4-to 5-year-olds were systematically assessed over a 10-month period. A 35 years' timeline of the Green School movement was produced. The Bronfenbrenner Ecological Theory has been used to frame and analyse this cross-national study. Results indicated striking similarities from both scales that the Green Preschool in Bali received the highest rating followed by Green Preschool in Berkeley and Hong Kong. Three distinct Green School characteristics were found to be: (a) holistic, (b) building and (c) curriculum. The schools' green characteristics appeared to be influenced by cultures, city regulations and the external institutions that established the green awards.

show abstract

Early Childhood Education for Sustainable Development in Korea

Cited by 4 publications

References 2 publications

Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research

Exploring Education for Sustainable Development in a Chinese Kindergarten: An Action Research

E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment

Characteristics of Green Schools: Observations of Award-winning Green Preschools in Bali, Berkeley and Hong Kong

Contact Info

Product

Resources

About