Abstract

This study aims to review the scientific papers on Early Childhood Education for Sustainability (ECEfS) published between 2008 and 2020 and reveal changes in the area. This systematic review was carried out in two stages. In the first stage, a systematic review of papers on ECEfS was conducted according to the specified criteria, and all identified studies were evaluated descriptively. In the second stage, interventional research was evaluated, and their results were reviewed. It was seen that qualitative research methods were mostly preferred in the reviewed studies and most of them were conducted with children. It was determined that the most frequently discussed pillar is environmental. Moreover, the number of interventional research studies is limited. The research findings, it is thought that there is a need for future studies that use interventional, experimental and action research methods, holistically addressing pillars of sustainability

摘要

本研究旨在回顾 2008 年至 2020 年间发表的有关幼儿可持续发展教育 (ECEfS) 的科学论文，并揭示该领域的变化。本系统评价分两个阶段进行。在第一阶段，根据指定的标准对 ECefS 的论文进行系统审查，并对所有确定的研究进行描述性评估。第二阶段，对介入性研究进行评估，并对其结果进行审查。可以看出，在所审查的研究中，大多数首选定性研究方法，并且其中大部分是针对儿童进行的。确定最常讨论的支柱是环境。此外，介入性研究的数量有限。研究结果，