du.sePublications
Change search
Refine search result
1 - 21 of 21
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Att arbeta med lärande för hållbar utveckling i förskolan: Skolutvecklings- och forskningsprojekt Högskolan Dalarna2019Conference paper (Other (popular science, discussion, etc.))
  • 2.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet, Institutionen för tillämpad utbildningsvetenskap.
    Caring for people and the planet: preschool children’s knowledge and practices of sustainability2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Children across the globe today are continuously being exposed to and affected by various kinds of real-world complexities and challenges; however, research on their knowledge and practices in terms of sustainability is limited, in particular with regards to how preschool- and home-related factors are associated with their learning for sustainability. Since 1998, different types of eco-certification have been awarded by the Swedish National Agency for Education and Keep Sweden Tidy Foundation to promote education for sustainability (EfS) in all areas of education and learning. Despite certificates having been granted in Sweden since 1998, no studies have been conducted at the national level to investigate whether eco-certification has any role to play in children’s learning for environmental and sustainability issues. This knowledge is important to develop pedagogical activities to engage young children meaningfully in learning for sustainability at preschool. This study was undertaken so as to address this research gap in a Swedish context.

    The overall aim of this study was to enhance the existing knowledge about preschool children’s learning for sustainability in Sweden. The objectives of this study have been to investigate and compare the knowledge and self-reported practices of sustainability among children attending eco-certified and non-eco-certified preschools, respectively, and to explore the extent to which preschool- and home-related factors are associated with children’s knowledge and practices of sustainability. Further, this study explored children’s perceived sources of such knowledge. The term ‘knowledge’ in this text refers to the descriptions of children’s ideas and thoughts. Similarly, eco-certified preschool refers to a school that work explicitly with EfS.

    The study was designed from a "child’s perspective": this means that it was designed by adults to understand children’s perceptions and actions. Bandura’s (1977) social learning theory and Bruner’s (1961) iconic (image-based) modes of representation were applied in various stages of the study. A conceptual framework was developed within the three-interlocking-circles model of sustainability that illustrates how environmental, social and economic dimensions are interconnected. The concept of sustainability was operationalized in four themes: economic equality, resource sharing, recycling and transport use.

    With the use of illustrations and semi-structured questions, final-year preschool children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Qualitative and quantitative data were analyzed using content analysis and Orthogonal Partial Least Squares Discriminant Analysis (OPLS-DA), respectively. The quality and complexity of children’s responses were assessed and classified using the SOLO Taxonomy (Biggs & Collis, 1982).

    The results showed that by the time the children completed preschool, many had acquired some knowledge about how to use money, about the sorting of different recyclable items at home and at preschool, and about the impact of different modes of transport on the environment and people’s lives. They also had ideas about the lives of other children in the world and what it can mean to share resources with other people. There was a positive relationship between children’s declarative (understanding) and functional (practice) knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. No statistically significant differences between eco-certified and non-eco-certified preschools in terms of children’s declarative and functional knowledge were found. Parents were reported to be the main sources of children’s knowledge along with the children themselves, teachers and media.

    The findings offer support for integrating environmental, social and economic dimensions of sustainability into the daily pedagogical activities of preschools and for giving children opportunities to participate in discussions and practical activities that concern their lives. Further studies are needed to investigate the extent to which different educational activities contribute to developing children’s understanding and behavior when it comes to a sustainable society.

  • 3.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Developing a semi-structured interview instrument to explore preschool children’s understanding of economic issues related to sustainable development2016Conference paper (Refereed)
  • 4.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Economic (in)equality and sustainability: preschool children’s views of the economic situation of other children in the world2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 8, p. 1256-1270Article in journal (Refereed)
    Abstract [en]

    This study explored preschool children’s knowledge and views of other children’s economic situation worldwide, and their self-reported sources of such knowledge. A total of 53 final-year preschool children, aged 5–6, from 12 preschools in Sweden were interviewed. Children’s responses were analysed using content analysis and the Structure of the Observed Learning Outcomes Taxonomy. Most of them seemed to have knowledge about the lives and the economic situation of other children in the world. Many of the preschool children could justify their views with one or more relevant ideas or thoughts, and a few of them were also able to logically connect their arguments. Parents, media and observations of real-life situations were reported as major sources of knowledge, while preschool was mentioned by a few. Further research is needed to enhance our knowledge about how to integrate social and economic sustainability in preschool’s pedagogical activities and to engage children meaningfully in such learning.

  • 5.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå Universitet.
    Environmental and sustainability education in early childhood: a systematic search and review of the literature2015Conference paper (Refereed)
    Abstract [en]

    Environmental and Sustainability Education in Early Childhood: A Systematic Search and Review of the Literature

    Although environmental and sustainability education in early years is on the rise, it has been noted that the field is slow to engage in sustainability issues (Davis, 2005, 2009; Elliott & Davis, 2009; Pramling Samuelsson, 2011). Evidence from a number of longitudinal studies indicates that high quality preschool education has positive effects on children’s well-being, health, intellectual and social behavioral development (Siraj-Blatchford et al., 2008; The Abecedarian Project, 2012). Researchers also stress that environmental and sustainability issues should feature in early childhood education, because children develop their attitudes, conceptions, behavioral and intellectual potential during this time (Cutter-Mackenzie & Edwards, 2013; Flogaitis et al., 2005; Siraj-Blatchford, 2009). However, questions such as in what way and how sustainability challenges should be integrated in early childhood education have received little attention (Hagglund & Samuelsson, 2009).

    Defined as “development that meets the needs of the present without compromising the ability of future generations to meet their needs” (Brundtland, 1987, p. 43), the concept of sustainability was introduced in the end of the 1980's as a critical global issue. Later on, the United Nations General Assembly declared the Decade of Education for Sustainability (2005-2014) for promoting education for sustainability within all areas of education and learning (UNESCO, 2005). As the Decade recently came to an end, a literature review would be useful to provide an overview of what has been done academically in the field of early childhood education since the concept of sustainability was introduced. A review can also help to avoid ‘re-inventing the wheel’ and to build on the findings of other studies (Badger et al., 2000). Evidence from empirical studies can assist in improving educational practices and to facilitate evidence-based policy-making (Broekkamp & van Hout-Wolters, 2007).

    The purpose of this review is to provide an overview of the current empirical evidence in the field of environmental and sustainability education in early childhood, which is based on information provided by preschool children, their parents or teachers. Its objectives have been:

    • to identify articles reporting empirical studies about early childhood education concerning environmental or sustainability issues, which are based on data provided by preschool children, their parents or teachers, and are published between 1987 and 2015;
    • to synthesize the key findings; and
    • to identify research needs suggested in the studies.

    Early childhood refers to a period until eight years of age (Britto, Yoshikawa, & Boller, 2011). Preschools refer to any type of child institutional care, for example, a day-care center, a nursery or a kindergarten, where children are taken care of while their guardians work. They include government, non-government, private, international and combined-type of institutions for young children. This review does not address any similarities or differences in conceptions of environmental and sustainability education. It does not attempt to define any terms, rather, it reports what has been done in both fields regarding early childhood education.

    Methodology, Methods, Research Instruments or Sources Used Although some elements of a systematic review were followed, variations in objective, study design and outcome of the included studies do not allow for a meaningful evaluation of the quality of the evidence. The methodology included establishing inclusion and exclusion criteria, identifying and grouping relevant search terms, searching articles in selected databases, screening and selecting articles, and extracting data according to preselected categories. A priori inclusion and exclusion criteria were developed for the review. The inclusion criteria included peer-reviewed journal articles reporting empirical studies published 1987 or later. The author(s) of the articles should explicitly connect early childhood education to the concept of environmental or sustainability education. Articles were searched in three databases on 31 January 2015 by combining two groups of search terms. The first group of search terms was concerned with preschool settings and the second group was concerned with environmental and sustainability education. Within each group search terms were combined by the Boolean operator OR, and the two groups of search terms were combined using the Boolean operator AND. A hit was generated if any one term in the first group and any one term in the second group both appeared in the topic or abstract of an article. Searches were performed in the following databases: Academic Search Elite, ERIC, and GreenFILE. The databases were chosen considering their coverage of educational resources related to environmental and sustainability issues. No restrictions in language or geographical areas were set and no special search limiters were chosen. American and British spelling differences were noted and both were searched for. The total number of hits in the three databases was 217. Titles and abstracts of these primary records were screened. Duplicates and articles not meeting the inclusion criteria or meeting the exclusion criteria were omitted. Based on a review of titles, abstracts and elimination of duplicates, 157 articles were excluded. Sixty articles were selected for full text review. Eligible articles will be selected for inclusion. Using a form comprising pre-determined categories, data will be extracted from the selected articles. In terms of methodological limitations, a systematic search and review may have gaps in the searching procedure (Borg et al., 2014). Some relevant studies may have been excluded if they were not on electronic databases. Therefore, traditional methods of hand searching, information from individuals and searching references will be carried out. Conclusions, Expected Outcomes or Findings The study is in progress and will be completed by the end of May. Data categories include: Author, Year, Objective, Study design, Country, Participants, Theoretical framework, Aspects of sustainability (environmental, social or economic), Findings and Recommendations. The categories will be collapsed into broader areas while summarizing the data. A brief summary on what has been done in the field of early childhood education since the concept of sustainability was introduced in 1987 will be provided, as well as an outline of identified research needs. This review is intended to provide researchers and practitioners with an overview of the current evidence base and research needs to offer support and guidance for future practices, strategies, policies and priorities.

  • 6.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Hållbarhet i förskolan: En översikt av forskningsresultat2019In: Kollegiet för didaktik och barns lärande. Institutionen för pedagogik, kommunikation och lärande. Göteborgs universitet., 2019Conference paper (Other academic)
    Abstract [en]

    Eftersom det är svårt att ändra det man lär sig som ung är det betydelsefullt att påbörja utbildning för hållbarhet redan i förskolan. Den här presentationen kommer att redovisa min forskning om förskolebarns kunskaper om och färdigheter i social, ekonomisk och miljömässig hållbarhet i Sverige, samt betydelsen av pedagogers engagemang för barns lärande om hållbarhet. Några resultat från två pågående skolutvecklingsprojekt kommer också presenteras; dels vad gäller hur pedagogerna konkretiserar det abstrakta konceptet hållbarhet i det vardagliga pedagogiska arbetet, dels hur förskolechefer ser på förskolans arbete med hållbarhet. Föreläsningen hålls på engelska.

  • 7.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Integration of immigrants and cultural diversity: An analysis of one textbook and its workbook for upper secondary English A published in Sweden in 20042007Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The objective of this thesis was to describe how a contemporary textbook and its workbook forSwedish upper secondary English A course reflects integration of immigrants and fundamentalvalues for a society based on cultural diversity. A textual analysis of the texts in the textbook,questions and activities in the workbook, and a visual analysis of the images of the textbook werecarried out using quantitative and qualitative methods. The result of the study indicates that thethemes, texts, personalities, writers and images of the textbook appear to be selected consciouslyto avoid portraying stereotype messages and views of “them”, who are different. Although thereare a couple of stereotype messages, the textbook offers teachers and pupils of English A coursea wide range of texts and images, including activities in the workbook, which can be used to meetthe goals in LPF 94 regarding integration of immigrants and fundamental norms and values for asociety based on cultural diversity.

  • 8.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Kids, cash and sustainability: Economic knowledge and behaviors among preschool children2017In: Cogent Education, E-ISSN 2331-186X, ISSN 2331-186X, Vol. 4, no 1Article in journal (Refereed)
  • 9.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Preschool children’s understanding of transport use and environmental issues in Sweden2015Conference paper (Refereed)
    Abstract [en]

    Introduction: As humans we influence the climate system and our current emissions of greenhouse gases are higher than ever. Nearly two thirds of the greenhouse gases in the transport sector come from motor cars. Driving car is not only harmful for the environment, but it also contributes to health problems. Issues related to climate change and transport are part of a large challenge of sustainability. Children as future global citizens are the potential victims of these consequences. Raising awareness about the hazardous environmental issues does not ensure a change in human behavior or practice. Rather, alternative forms of education and learning are needed to develop such understandings, attitudes and capacities. As we develop our values, attitudes, behaviors and skills when we are very young, special attention needs to be given to include sustainability issues in early childhood education.  However, knowledge is scarce in the field of preschool children’s understanding of transport use and its relation to environmental and sustainability issues.

    Objectives: To explore preschool children’s understanding of transport use and its relation to environmental and sustainability issues, and investigate the sources of their understandings.

    Methods: A pilot study was conducted with eight children, aged 5-6, in a preschool in Sweden in 2014. Semi-structured questions with colored illustrations of a bus, a car, a bi-cycle and a child walking to school with an adult were used. The interviews were audio recorded. The five levels of Biggs and Collis’ SOLO (Structure of the Observed Leaning Outcomes) taxonomy was used to organize, categorize and analyze the responses.

    Results: All children mentioned that walking to preschool is best for the environment when someone lives close to the school. Some children could tell that going by bus is better than going by car, but the reason was unknown to them. Thus, they could connect single to multiple aspects of various modes of transport, but relationships between these connections or their effects on the environment were missing. One child responded at a relational level by telling that walking is good for health and going by car is bad for the nature. Another child responded at an extended level by mentioning that driving car is bad for health and for the environment, while walking is good for health, because one gets fresh air. Two children mentioned that it is not enjoyable to travel by bus during winter when it is freezing cold and one has to wait for the bus. Guardians and teachers were mentioned as the main sources of children’s understandings of transport and the environment.

    Conclusion: The findings indicate that children understand different modes of transport and their relation to environmental issues and health. However, their levels of understanding vary. The findings also suggest that both preschool teachers and guardians play instrumental roles in children’s understandings of sustainability issues and can help them grow as agents of change.

  • 10.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Protibandhi grameen shishu: Samaz shasthakormi, ponorbashankormi o poribarer jorno ekta shohayika2004Collection (editor) (Other (popular science, discussion, etc.))
  • 11.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Religio-political rhetoric in George W. Bush’s speech: An analysis of one political speech, dated January 23, 20072007Independent thesis Advanced level (degree of Master (Two Years)), 5 credits / 7,5 HE creditsStudent thesis
  • 12.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Shuniti interesting stories for children on rights2001Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    'Shunitir mojar galpo' is the name of two series of storybooks in Bengali. The storybooks raise awareness among children on human rights as well as rights of people with disabilities in an attractive and entertaining way. A selection of stories from 'Shunitir mojar galpa' has been translated into English and published under the name 'Shunitir-interesting stories for children on rights. 

    The story writing competition and publishing of the storybooks were the two major components of Shuniti - a human rights project of InterLife-Bangladesh. The project was funded by PMU-InterLife.

  • 13.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Sustainability in preschool educational activities: A case study of an eco-certified preschool in Sweden2018Conference paper (Refereed)
    Abstract [en]

    One challenge of our time is to find ways of living in harmony with people and the nature without further damaging our planet. To promote sustainability, Goal 4 of the Sustainable Development Goals (SDGs) is about ensuring quality education and lifelong learning opportunities for all. To achieve the SDGs by 2030, they have been integrated in Swedish national policy documents, such as the preschool curriculum. However, research on how preschools include education for sustainability (EfS) in daily educational activities is limited.

    This paper presents findings from a case study in an eco-certified preschool that works explicitly with EfS. The aim of this study was to gain a deeper understanding of the preschool’s activities with EfS from a whole-school approach model. The preschool has 36 children aged one to six, and eight preschool teachers (of whom two are child-carers). Since 2009, the preschool has maintained the requirements for the Green Flag award by the Keep Sweden Tidy Foundation, which is part of the eco-preschool program of the Foundation for Environmental Education.

    Data were collected from the director and preschool teachers through group discussions, observations, informal conversations, structured interviews, reading of reports and attending planning meetings. A whole-school approach model in EfS and Bronfenbrenner’s ecological systems theory were utilized to interpret the findings.

    Teachers encouraged children to take part in planning and decision-making activities. Together they selected different sustainability themes, such as, friendship, health of people and the planet, energy consumption, and recycling. Teachers used songs, stories, plays, films, illustrations, drawings and different experiments when they work with EfS. Older children took part in group discussions to reflect on different issues. Teachers connected environmental, social and economic aspects of sustainability in educational activities. For instance, under the theme health, teachers integrated what is good for our health and what is good for our planet to survive. Some children transferred knowledge about the use of water and electricity from preschool to home.

    There were areas that the preschool could improve, e.g., newly employed staff and kitchen staff had less opportunity to be involved in EfS; one reason being that not much time was allocated for collegial learning and reflection. It is important to collaborate within the whole organisation, as sustainability is everyone’s responsibility. The preschool may think of keeping record of its ecological footprint and monitoring impact of their EfS activities to provide an incitement. This study helps developing our knowledge about how to integrate EfS at preschool level.

  • 14.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Translation from English into simple Bangla2006Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study focuses on translating print materials from English into simple Bangla for people with low literacy skills, mainly in Bangladesh. A brief overview of some translation theories and practices as well as cultural aspects involved in cross-cultural communication for translating materials are given in the essay.This study is mainly based on corpus of translation theories and practices, and thelinguistic and cultural aspects of translation. My practical experience of translating arehabilitation guide, titled “Disabled Village Children – A guide for community health workers, rehabilitation workers, and families” (2003) by David Werner, from English into simple Bangla has been included in the study.A good translation should be acceptable by the target language audience and it should sound natural to the target language. A translator needs to consider the language of thetranslation according to the education level of the target audience and their knowledgeof the translated topic. Otherwise, the purpose of the translation will remain unachieved.

  • 15.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Öppen föreläsning och paneldiskussion: Hur möter vi klimatkrisen?2019Other (Other (popular science, discussion, etc.))
  • 16.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Gericke, Niklas
    Karlstad University.
    Concrete Examples of Education for Sustainability Practices in Preschools in Sweden2019In: Education in an Era of Risk - the Role of Educational Research for the Future, 2019Conference paper (Refereed)
  • 17.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Pramling Samuelsson, Ingrid
    Gothenburg University.
    Education for Sustainability in the New Preschool Curriculum in Sweden2019In: ECER 2019, Hamburg, "Education in an Era of Risk - the Role of Educational Research for the Future", 2019Conference paper (Refereed)
  • 18.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Institutionen för tillämpad utbildningsvetenskap, Umeå universitet.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Förskolechefers syn på arbete med hållbar utveckling bland förskolebarn2015Conference paper (Refereed)
    Abstract [sv]

    Lärande för hållbar utveckling har varit ett kunskapsområde i den svenska förskolan sedan Agenda 21 1992 (Program of action for sustainable development: Rio declaration on environment and development) och reflekteras i förskolans läroplan. Många förskolor är certifierade för arbete med frågor om hållbar utveckling enligt ”Grön Flagg” (Håll Sverige Rent) eller ”Skola för hållbar utveckling” (Skolverket). Även om förskolechefer har en betydelsefull funktion för att bedriva verksamheten i enlighet med målen i läroplanen och en fungerande arbetsmiljö är lite dokumenterat om chefernas perspektiv på detta arbete. Syftet med denna studie är därför att utveckla kunskap om synen på arbete med hållbar utveckling bland förskolans chefer i certifierade och inte certifierade förskolor. Frågor om hur man beskriver att förskolan arbetar för att utveckla barns intresse och förståelse för hur människor, natur och samhälle påverkar varandra och attityder till ett sådant arbeta har undersökts.

    Semi-strukturerade intervjuer hölls med fem förskolechefer från sju kommunala förskolor varav fyra var certifierade. Ett systemteoretiskt perspektiv används för att beskriva och förklara de attityder som framkommer i undersökningen.

    Datainsamling och analys är ännu inte avslutad. Preliminära resultat indikerar att förskolechefer anser att arbetet med hållbar utveckling i förskolan är mycket viktig och att frågor som rör natur och miljö, situationen för barn i andra länder, matens och leksakers ursprung etcetera, är områden som uppmärksammas. Bland förskolecheferna i certifierade förskolor framträder en tydlig ambition att integrera frågor om hållbar utveckling i verksamheten.

  • 19.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Institutionen för tillämpad utbildningsvetenskap, Umeå universitet.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Winberg, Mikael
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.(UMSER).
    Assessing self-reported understanding and practices of sustainability issues among children in eco- and non-eco-certified preschools in Sweden2016In: Leading education: The distinct contributions of educational research and researchers. 22-26 August, 2016., Dublin: University College Dublin , 2016, p. 1-165Conference paper (Refereed)
    Abstract [en]

    To promote sustainability, the 2030 Agenda for Sustainable Development emphasizes a need for developing knowledge and skills in all learners through education for sustainability (EfS) (UN, 2015). Environmental and sustainability education is stressed in the Swedish preschool curriculum, which states that all preschools should strive to ensure that each child develops respect for all forms of life as well as care for the surrounding environment (Skolverket, Lpfö 98 Rev. 2010). In Sweden, preschools can be awarded two different eco-certifications; about 1500 preschools are certified with ‘Green flag’ and about 200 schools hold ‘Preschool for Sustainable Development’ certification (Ärlemalm-Hagsér, 2013). However, no national evaluation strategy has been developed. In fact, there is a general lack of research on and evaluations of EfS program effectiveness in whole-school sustainability programs globally (Henderson & Tilbury, 2004). The aim of this paper is to describe the development of an instrument which was used to explore and compare the outcomes of eco- and non-eco preschools in terms of children’s understandings and practices of environmental and sustainability issues. ‘Eco-preschool’ refers to a preschool that works explicitly with EfS. The terms ‘sustainability’ and ‘sustainable development’ are used synonymously in this paper. Using a three-interlocking-circles framework, which portrays the equal importance and interdependency of environmental, social and economic dimensions (Elliott, 2013), the concept of sustainability Brundtland (1987) was operationalized in three themes: (i) transport use and recycling, (ii) consumption and (iii) resource sharing. Based on Bruner (1966) Iconic (age 1-6 years) mode of representation, which states that information stored in the form of images and illustrations can be helpful for children’s understanding of an issue, a semi-structured, illustrated interview instrument was developed. Children’s practices were explored through a play-based approach where children performed recycling activities. The instrument was pre-tested with eight children in order to finalize the question design, question wording, appropriateness of illustrations, interview techniques and timing, as well as to collect information on open-ended questions with a view of changing some of them into multiple choice questions. Applying a cross-sectional design, 53 children, aged five and six, were interviewed during February-June 2015. The interviews were audio recorded. Besides describing the development of the instrument, preliminary results from the interview will be presented at the symposium.

    References

    Brundtland, G. H. (1987). World Commission on environment and development: our common future. Oxford University Press. Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59). Cambridge: Harvard University Press. Elliott, J. A. (2013). An introduction to sustainable development. London: Routledge. Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage, Australian Government. ISBN, 1(86408), 979. Skolverket. (Lpfö 98 Rev. 2010). Curriculum for the preschool. The Swedish National Agency for Education. Retrieved 08-03, 2013, from Skolverket website: http//www.skolverket.se UN. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved 02-12, 2015, from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E, accessed 03-12-2015 Ärlemalm-Hagsér, E. (2013). Engagerade i världens bästa? : lärande för hållbarhet i förskolan. Göteborg: Acta universitatis Gothoburgensis.

  • 20.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Winberg, Mikael
    Umeå University.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Children’s learning for a sustainable society: Influences from home and preschool2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 2, p. 151-172Article in journal (Refereed)
    Abstract [en]

    Although parents and preschool play important roles in developing children’s behavior and attitudes, little is known about their influences on children’ s learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children’s declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. ‘Eco-certified preschools’ refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children’s responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children’s declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers’ verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children’s declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children’s declarative and functional knowledge were found.

  • 21.
    Borg, Farhana
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Winberg, Mikael
    Umeå University.
    Vinterek, Monika
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Preschool children’s knowledge about the environmental impact of various modes of transport2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 3, p. 376-391Article in journal (Refereed)
    Abstract [en]

    This study explored Swedish preschool children's knowledge about the environmental impact of various transport modes, and investigated whether or not eco-certification has any role to play in relation to this knowledge. Additionally, this study examined children's perceived sources of knowledge. Using illustrations and semi-structured questions, 53 children, aged five to six years, from six eco-certified and six non-eco-certified preschools were interviewed. Qualitative and quantitative data were analysed using content analysis and Orthogonal Partial Least Squares Discriminant Analysis (OPLS-DA), respectively. Findings revealed that most of the children had acquired some knowledge about the environmental impact of various transport modes, although some children were not familiar with the word 'environment'. Although the complexity of children's justifications for the environmental impact of different modes of transport tended to be higher at eco-certified preschools compared to non-eco-certified preschools, no statistically significant differences were found. Parents were reported to be a major source of knowledge.

1 - 21 of 21
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf