Making ‘place’ for ecological sustainability in early childhood education

Duhn, Iris

doi:10.1080/13504622.2011.572162

Cited by 174 publications

(84 citation statements)

References 37 publications

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“…The fundamentals for sustainable development are the maintenance of biological diversity, the viability of ecosystems and the long-term reconciliation of economics and other human activity with the environment's carrying capacity [106]. Learning to care for all life on earth as early in life as possible is important as a basis for sustainability education [107].…”

Section: Sustainability Is Complicated Without a Profound Ecological mentioning

confidence: 99%

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

et al. 2017

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Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland-a country highly valued for its education-as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process.

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Section: Sustainability Is Complicated Without a Profound Ecological mentioning

confidence: 99%

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

et al. 2017

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“…Iris Duhn (2012) advocates the need of developing what she calls a new 'community of empathy' including aspects of ethics such as listening and caring for others. This demands the grown-ups to fine-tune their listening and to embrace all children's potentials (Vecchi 2010).…”

Section: Implications For Educatorsmentioning

confidence: 99%

Young children’s imagination in science education and education for sustainability

Caiman

Lundegård

2017

Cult Stud of Sci Educ

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This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish preschool, and the data was collected 'in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

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“…International research that links early childhood education and education for sustainability is small but growing (Davis, 2009(Davis, , 2014Siraj-Blatchford et al, 2010;Duhn, 2012). However, this article does not discuss this body of research, nor does it discuss the structure, organisation or practice of early childhood education for sustainability in Australia and Sweden.…”

Section: Introductionmentioning

confidence: 99%

Examining the Rhetoric: A Comparison of How Sustainability and Young Children's Participation and Agency are Framed in Australian and Swedish Early Childhood Education Curricula

Ärlemalm‐Hagsér

Davis

2014

Contemporary Issues in Early Childhood

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Making ‘place’ for ecological sustainability in early childhood education

Cited by 174 publications

References 37 publications

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

Young children’s imagination in science education and education for sustainability

Examining the Rhetoric: A Comparison of How Sustainability and Young Children's Participation and Agency are Framed in Australian and Swedish Early Childhood Education Curricula

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