Sustainable development in early childhood education: in‐service students' comprehension of the concept
Sustainable development in early childhood education: in‐service students' comprehension of the concept
复制标题
幼儿教育可持续发展：在职学生对这一概念的理解
DOI：
10.1080/13504622.2010.522704
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发表时间：
2011
影响因子：
3.2
通讯作者：
A. Sandberg
中科院分区：
文献类型：
--
作者：
Eva Ärlemalm;A. Sandberg
本文旨在探讨日托保育员对可持续发展概念的理解，并分析他们在幼儿园工作场所中的相关教育实践。实证数据包括32名参加在职教育课程的在职日托保育员的笔试报告。参与者在瑞典梅拉达伦大学非全日制学习幼儿教育，其余时间在他们所在的幼儿园工作。分析基于定性内容分析方法，结果显示对该概念的理解是多层面的。可持续发展被视为一种整体方法、一个环境问题或一个民主问题。本文探讨了这些不同的理解概念的方式如何与幼儿园教育方案中的不同态度和日常实践相关联。
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 Mälardalen 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.