Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program

Činčera, Jan; Kroufek, Roman; Skalik, Jan; Šimonová, Petra; Broukalová, Lenka; Broukal, Václav

doi:10.1080/13504622.2015.1076768

Cited by 26 publications

(10 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although some teachers originally questioned the 6-year-old pupils' ability to propose realistic ideas, pupils, being introduced to the ageappropriate method of facilitation, provided suggestions beneficial for both the local environment and their free choice activity in the garden. In addition, the participative approach had a positive impact on their environmental attitudes and feeling of empowerment (Cincera et al 2015(Cincera et al , 2018.…”

Section: Shaping Environmental Attitudes and Valuesmentioning

confidence: 99%

Environmental Citizenship in Primary Formal Education

Činčera

Quesada

Žabić

et al. 2020

Environmental Discourses in Science Education

View full text Add to dashboard Cite

The concept of 'primary formal education' reflects both the schooling period and the type of educational settings. Primary education, as an introductory schooling period, represents an important stage in children's development. According to UNESCO (2007), this is from the age 5 to 11. From the perspective of Education for Environmental Citizenship, primary education is the appropriate period for laying the foundation of children's future willingness to actively participate in responsible behaviour at both individual and collective levels. Some studies show that students at earlier ages of primary school are more willing to participate and show better outcomes after educational interventions aimed at developing key values and skills for Environmental Citizenship (Ampuero et al. 2015).

show abstract

Section: Shaping Environmental Attitudes and Valuesmentioning

confidence: 99%

Environmental Citizenship in Primary Formal Education

Činčera

Quesada

Žabić

et al. 2020

Environmental Discourses in Science Education

View full text Add to dashboard Cite

show abstract

“…Gardening may also trigger children's agency, achieve action competence and creativity to envision sustainable solutions (Caiman & Lundegård, 2014). Agency is particularly evident when children participate with an emancipatory approach (Cincera et al, 2017;McLennan, 2010). Bartnaes and Bergan (2018) studied organic gardening as a place-based learning process.…”

Section: Gardeningmentioning

confidence: 99%

Children as eco-citizens?

Heggen

Sageidet

Goga

et al. 2019

NorDiNa

View full text Add to dashboard Cite

Education for sustainability in early childhood tends to focus on practices and advocacy, rather than on the aims of this education. We suggest that the aim should be to consider children as being and becoming eco-citizens. This suggestion is built on an exploration of children as eco-citizens. With theories concerning child-sized citizenship we suggest a description of children and adults as being and becoming eco-citizen. We explore this through the fields of nature connection and science and children’s curiosity. We find that environmentally friendly practices as gardening and harvesting wild food show how children’s eco-citizenship is realizable. We support this additionally by references to how children’s literature, seeing how children depicted as eco-citizens can support the notion of children as eco-citizens. Through these analyses, we conclude that children should be viewed as being and becoming eco-citizens.

show abstract

“…As Davis (2009Davis ( , 2015 points out, children immersed in nature learn about nature, but is that enough? How do we challenge the 'nature by default' pedagogies that appear pervasive (Elliott & Young, 2015) and disrupt the constrained views of sustainability of educators (Cincera et al, 2017)? Researchers have focused on the educators' understandings and practices with sustainability; how sustainability is understood and experienced by children is not clear.…”

mentioning

confidence: 99%

The Blue Car in the Forest: Exploring Children’s Experiences of Sustainability in a Canadian Forest

Harwood

2019

NorDiNa

View full text Add to dashboard Cite

An abandoned blue car from 1958 is a central figure of the qualitative exploration of sustainability pedagogies within a Canadian nature school. The mystery of the car and its entanglement within a densely-forested area where the preschool children play and learn is provocative. As part of a larger ethnographic case study of the nature school, eight young children (3-5-year-olds) and their two nature teachers’ critical engagement with the car is examined over the course of a year. The research approach for the data collection and analysis included photos, videos, participant-observations, educator journals, and children’s oral and written expressions of their ideas related to the project and sustainability. This small scale study offers a glimpse into the possibilities that emerge when we include children’s thinking, decisions, and actions within the more-than-human world to foster sustainability.

show abstract

Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program

Cited by 26 publications

References 43 publications

Environmental Citizenship in Primary Formal Education

Environmental Citizenship in Primary Formal Education

Children as eco-citizens?

The Blue Car in the Forest: Exploring Children’s Experiences of Sustainability in a Canadian Forest

Contact Info

Product

Resources

About