Sustainable Development in Early Childhood Education: In-Service Students' Comprehension of the Concept

Autor/inn/en	Arlemalm-Hagser, Eva; Sandberg, Anette
Titel	Sustainable Development in Early Childhood Education: In-Service Students' Comprehension of the Concept
Quelle	In: Environmental Education Research, 17 (2011) 2, S.187-200 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
Schlagwörter	Early Childhood Education; Foreign Countries; Content Analysis; Sustainable Development; Child Care; Teaching Methods; Concept Teaching; Inservice Teacher Education; Part Time Faculty; Preschool Teachers; Environmental Education; Achievement Tests; Pedagogical Content Knowledge; Knowledge Level; Achievement Rating; Sweden + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Inhaltsanalyse; Nachhaltige Entwicklung; Kinderfürsorge; Kinderbetreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Umweltbildung; Umwelterziehung; Umweltpädagogik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Pädagogische Kompetenz; Wissensbasis; Rating; Beurteilung; Schweden
Abstract	The purpose of this article is to explore day care attendants' comprehension of the concept of sustainable development (SD) and to analyse the associated pedagogical practices at their place of work in pre-schools. The empirical data comprise written exam reports from 32 practising day care attendants attending an in-service education course. The participants study early childhood education (ECE) part time at Malardalen University, Sweden, and the rest of their time they work in their pre-schools. The analysis was based on a qualitative content analysis approach, and the results show a multi-faceted understanding of the concept. SD was seen as a holistic approach, an environmental issue or a democratic issue. The article explores how these different ways of approaching the concept relate to different attitudes and day-to-day practices in the pedagogical programme in the pre-schools. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10