Johan Borg Niklas Gericke, Karlstads universitet Ingrid Pramling Samuelsson, Gothenburg University Mikael Winberg, Umeå University
Despite education for sustainability having been part of the Swedish preschool curricula since 2004, little is known about the benefits of and effective pedagogical practices in preschool education for sustainability. The purpose of this study is to contribute to evidence-informed development of pedagogical practices that facilitate preschool children’s learning for sustainability. The aims are to explore sustainability consciousness among children, to identify preschool teachers’ pedagogical practices in education for sustainability, and to investigate the relations between these pedagogical practices, eco-certification and children’s sustainability consciousness. In this text, sustainability consciousness refers to the knowing, attitudes, and behaviours in terms of the environmental, social and economic aspects of sustainability. Mixed methods combining qualitative and quantitative data will be used. Four hundred and three children, 584 teachers, and 50 principals from 25 eco- and 25 non-eco preschools will be selected through two-stage cluster random sampling. Content analyses and descriptive and inferential statistics will be applied. Social and cognitive learning theories will be used to develop instrument and to interpret the results. The project will contribute by providing insights about the role of eco-certification in children’s learning for sustainability and by supporting the development of evidence-informed pedagogical practices at preschool in Sweden and internationally.
early childhood education, eco-certified preschool, pedagogical practices, sustainability, learning