Children's Learning for a Sustainable Society: Influences from Home and Preschool

Autor/inn/en	Borg, Farhana; Winberg, Mikael; Vinterek, Monika
Titel	Children's Learning for a Sustainable Society: Influences from Home and Preschool
Quelle	In: Education Inquiry, 8 (2017) 2, S.151-172 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borg, Farhana) ORCID (Winberg, Mikael) ORCID (Vinterek, Monika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2017.1290915
Schlagwörter	Family Environment; Educational Environment; Preschool Education; Learning Processes; Preschool Children; Correlation; Taxonomy; Teacher Student Relationship; Verbal Communication; Parent Child Relationship; Sustainable Development; Foreign Countries; Recycling; Environmental Education; Administrator Attitudes; Pretests Posttests; Sweden + Suchen Sie Ihr Suchwort? Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school education; Vorschulerziehung; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Korrelation; Taxonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Nachhaltige Entwicklung; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schweden
Abstract	Although parents and preschool play important roles in developing children's behavior and attitudes, little is known about their influences on children's learning of environmental, social and economic aspects of sustainability. This study investigated the influences of home- and preschool-related practices and factors on children's declarative and functional knowledge of sustainability issues, and the extent to which eco-certified preschools promote beneficial practices. 'Eco-certified preschools' refers to schools that explicitly work with education for sustainability. Children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Children's responses were categorized and classified using SOLO Taxonomy. Multivariate analyses were performed in SIMCA P + 14. The findings indicate a positive relationship between children's declarative and functional knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. Teachers' verbal interaction with children about sustainability issues, and the perceived high value of these issues among teachers and directors seem to be more beneficial for children's declarative knowledge than their functional knowledge. No statistically significant differences between eco- and non-eco-certified preschools in terms of children's declarative and functional knowledge were found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01