Too Young to Know? A Multiple Case Study of Child-to-Parent Intergenerational Learning in Relation to Environmental Sustainability

Autor/in	Spiteri, Jane
Titel	Too Young to Know? A Multiple Case Study of Child-to-Parent Intergenerational Learning in Relation to Environmental Sustainability
Quelle	In: Journal of Education for Sustainable Development, 14 (2020) 1, S.61-77 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408220934649
Schlagwörter	Environmental Education; Parent Child Relationship; Sustainability; Case Studies; Conservation (Environment); Preschool Children; Childrens Attitudes; Freehand Drawing; Parent Attitudes; Program Descriptions; Skill Development; Foreign Countries; Malta + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Nachhaltigkeit; Case study; Fallstudie; Case Study; Conservation; Environment; Konservierung; Bewahung; Umwelt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Drawing; Zeichnen; Elternverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland
Abstract	Little is known about child-to-parent intergenerational learning for environmental sustainability. This qualitative multiple case study research investigated how young Maltese children (aged three to seven years) influence their parents' pro-environmental actions. Participants included 12 children and 10 parents. Data were collected via observations in one household and two state schools, conversational interviews with children, children's drawings and their interpretations of them, children's photograph interpretations, semi-structured interviews with parents and document analysis. Findings revealed that most parents were influenced by their children's requests to engage in pro-environmental actions, which in turn they had learned about as part of the Eco-Schools programme. Additionally, some parents regarded their children as having agency in discussing environmental issues and strived to empower them in acquiring environmental stewardship skills, but others did not. These findings provide insight into young children's direct and indirect abilities to influence adults' actions towards environmental sustainability. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01