How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice?

The study investigates the ways in which kindergarten teachers express their understanding and practice when teaching sustainable development. The research question is: In what ways do kindergarten teachers express their understanding of Education for Sustainable Development (ESD), and how do they explain their practice?

The study shows that kindergarten teachers’ approach to Education for Sustainable Development (ESD) is largely rooted in practical activities. The concept is less frequently expressed verbally, and the idea of sustainability seems to be manifested as tacit knowledge. The kindergarten teachers’ pedagogical practice is based on traditional activities and relies less on specific recommendations or challenges faced by society.

The study is based on six focus group interviews with a total of 23 kindergarten teachers from six kindergartens in Norway. The kindergarten teachers worked as pedagogical leaders. The focus group interviews focused on the kindergarten teachers’ didactic practice, and how they reflected on their own practice. Audio recordings from the interviews were transcribed, and then a thematic content analysis was performed to reveal prominent key elements.

Håberg, L. I. A., Ryslett, K., & Høydalsvik, T. E. L. (2023). How Kindergarten Teachers Support Nascent Understanding of Sustainable Development Among Children – A New Label on an Old Practice?. Nordisk barnehageforskning, 20(3), 203–222.