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Redesign of an Outdoor Space in a Swedish Preschool: Opportunities and Constraints for Sustainability Education
International Journal of Early Childhood Pub Date : 2020-12-04 , DOI: 10.1007/s13158-020-00275-3
Birgitta Nordén , Helen Avery

Children's early engagement in design of outdoor spaces can form the basis of later attitudes and responsible action for sustainability. The present study is part of a participatory action research project in an urban multi-ethnic preschool in Sweden, involving children, parents, preschool staff and management with a focus on improving the preschool playground. The methodology involved children taking pictures of the outdoor space, informal participant observation by one researcher and conversations with children and teachers. Analyses completed of selected fieldwork excerpts focus on learning opportunities for children and adults, children’s participation, cooperation and leadership for sustainability. Deeper awareness and confidence, and practical pedagogies for staff in preschools are required for effective sustainability education. A joint frame of reference on pedagogical practices and processes for reflection is needed within and across early childhood institutions. More continuous training of staff and preschool leadership would be of benefit. However, such commitment is ultimately a matter of policy to invest in giving preschools the means to develop and realise ambitions for environmental and sustainability education.

中文翻译:

瑞典幼儿园户外空间的重新设计:可持续发展教育的机遇和限制

儿童早期参与户外空间的设计可以形成以后对可持续性的态度和负责任的行动的基础。本研究是瑞典城市多民族幼儿园参与式行动研究项目的一部分,涉及儿童、家长、幼儿园工作人员和管理人员,重点是改善幼儿园操场。该方法包括儿童拍摄户外空间的照片、一名研究人员的非正式参与观察以及与儿童和教师的对话。对选定的实地工作摘录完成的分析侧重于儿童和成人的学习机会、儿童的参与、合作和可持续发展的领导力。有效的可持续性教育需要更深入的意识和信心,以及针对学前班工作人员的实用教学法。幼儿教育机构内部和机构之间需要一个关于教学实践和反思过程的联合参考框架。对员工和学前领导力进行更多持续培训将大有裨益。然而,这种承诺最终是一项政策问题,即投资于为幼儿园提供发展和实现环境和可持续教育抱负的手段。
更新日期:2020-12-04
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