Minds on Earth Hour--A Theme for Sustainability in Swedish Early Childhood Education

Autor/in	Ärlemalm-Hagsér, Eva
Titel	Minds on Earth Hour--A Theme for Sustainability in Swedish Early Childhood Education
Quelle	In: Early Child Development and Care, 183 (2013) 12, S.1782-1795 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.746971
Schlagwörter	Foreign Countries; Early Childhood Education; Conservation (Environment); Energy Conservation; Preschool Children; Preschool Teachers; Critical Theory; Learner Engagement; Student Participation; Interpersonal Communication; Case Studies; Sustainable Development; Discussion (Teaching Technique); Sweden + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Energieerhaltung; Energiespeicherung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Kritische Theorie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonale Kommunikation; Case study; Fallstudie; Case Study; Nachhaltige Entwicklung; Schweden
Abstract	This educational science article illustrates education for sustainability in a theme about Earth Hour (energy conservation) in one Swedish preschool. This case study is based on audio recordings of dialogues between children aged five to six years and preschool teachers. It is guided by critical theory, which is also used as a conceptual tool to explore participation, agency and shared meaning-making. The main findings show that children are engaged and active as equal participants in the dialogue, being eager to understand and take part. However, the intended knowledge content fades into the background when other topics are brought up and as educational framing with purposefully framed play imposes regulations on the constructs of the dialogue content. Further consideration needs to be given to how communicative action together with participation and listening, as well as knowledge development and play, can be intertwined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10