Education for sustainable development in early childhood education in Finland
Education for sustainable development in early childhood education in Finland
复制标题
芬兰幼儿教育中的可持续发展教育
DOI：
10.2478/jtes-2013-0014
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Liisa Suomela
中科院分区：
文献类型：
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作者：
Jyrki Reunamo;Liisa Suomela
摘要在芬兰幼儿教育和保育（ECEC）课程中，没有关于可持续发展教育（ESD）的具体内容。因此，不可能从课程中直接获得如何在幼儿保育和教育中开展可持续发展教育的指导方针。我们试图通过扩展环境教育的模式来研究芬兰幼儿教育工作者的偏好。在这个模型的背后是帕尔默的树模型，并强调ECEC的经验，社会和道德组成部分。研究方法采用问卷调查法。芬兰南部共有924个团队评估了他们的学习环境。通过使用因素和可靠性分析，我们提取了三个相关的扩展帕尔默的模型的因素。教师们主要强调幼儿保育和教育的理解（学习）方面。第二个最重要的方面是教育的社会方面。第三个最重要的方面是幼儿保育和教育的伦理和参与方面。讨论了可持续发展教育实践的潜在影响和迹象
Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed