Young Children's Conceptions of Sustainability in Croatia

Autor/inn/en	Bahtic, Klara; Višnjic Jevtic, Adrijana
Titel	Young Children's Conceptions of Sustainability in Croatia
Quelle	In: International Journal of Early Childhood, 52 (2020) 2, S.195-211 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Višnjic Jevtic, Adrijana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-020-00266-4
Schlagwörter	Foreign Countries; Young Children; Kindergarten; Sustainable Development; Familiarity; Age Differences; Concept Formation; Lifelong Learning; Money Management; Social Justice; Recycling; Croatia + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Nachhaltige Entwicklung; Age; Difference; Age difference; Altersunterschied; Concept learning; Begriffsbildung; Life-long learning; Lebenslanges Lernen; Soziale Gerechtigkeit; Kroatien
Abstract	This research focuses on young children's understandings about economic, social, and environmental sustainability. Participants were 43 children, aged from 3 to 7 years of age, recruited from two kindergartens in Croatia. Children's ideas were discussed through semi-structured interviews that focused on saving, spending, recycling, justice, inequality, diversity, gender stereotypes, interdependence, helping others, environmental pollution, and care of the environment. The interviews included closed and open-ended questions and photographs were used to illustrate the sustainability concepts discussed. The analyses of children's ideas about sustainability concepts and practices considered the complexity of children's ideas, using the SOLO learning outcomes framework. Older children were familiar with almost all key topics (e.g., use of money, recycling, diversity) but less familiar with the term justice, although they did have some understandings of its meaning. The youngest children had fewer ideas about sustainability. The findings indicate that kindergartens and preschools can provide foundations for lifelong learning about sustainability and important implications are that teachers can promote children's understandings through enriching pedagogical activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01