TY - GEN
T1 - How has social educators’ practice with the UN’s Global Goals for Sustainable Development developed from 2015 to 2022 in Scandinavian outdoor kindergartens?
AU - Møller-Jensen, Karen
AU - Barfod, Karen Seierøe
N1 - to be found here: https://www.via.dk/forskning/innovation-og-entreprenoerskab/viable
PY - 2023
Y1 - 2023
N2 - This review is based on a systematic analysis of international peer-reviewed research articles from year 2015-2019, and Scandinavian articles from 2020-2022 on education of sustainable development in kindergartens. The aim is to provide an overview of the development in kindergarten practice concerning sustainable development. The results show, how a pattern of collective focus can be seen in Scandinavian practice which further develops into a social-cultural collaborative process with a focus on place-based sustainable education and active participating children. The results point toward a need for further dialogue on the concept of education for sustainability development. Results show a pattern of collective focus in Scandinavia, with highly motivated social educators being interested in developing educational knowledge and skills in sustainable development. This develops into a social-cultural collaborative process with focus on actively participating children and place-based education. This may be due to an unreflected common-sense practice.Patterns of different priorities in practice are seen, such as to which degree the social educators consciously apply social-cultural tradition, collaborations in localenvironments for sustainable development, method of work, cultural understanding, content, and organization.
AB - This review is based on a systematic analysis of international peer-reviewed research articles from year 2015-2019, and Scandinavian articles from 2020-2022 on education of sustainable development in kindergartens. The aim is to provide an overview of the development in kindergarten practice concerning sustainable development. The results show, how a pattern of collective focus can be seen in Scandinavian practice which further develops into a social-cultural collaborative process with a focus on place-based sustainable education and active participating children. The results point toward a need for further dialogue on the concept of education for sustainability development. Results show a pattern of collective focus in Scandinavia, with highly motivated social educators being interested in developing educational knowledge and skills in sustainable development. This develops into a social-cultural collaborative process with focus on actively participating children and place-based education. This may be due to an unreflected common-sense practice.Patterns of different priorities in practice are seen, such as to which degree the social educators consciously apply social-cultural tradition, collaborations in localenvironments for sustainable development, method of work, cultural understanding, content, and organization.
KW - schools, courses and institutions
KW - Review
KW - early childhood education
KW - sustainability
UR - https://www.via.dk/forskning/innovation-og-entreprenoerskab/viable
M3 - Contribution to digital media
ER -