Purpose
The study investigates how Norwegian kindergarten teachers understand and work with sustainability in their daily routines, as well as how this affects the children’s experience and learning in kindergarten. The study also investigates whether sustainability is part of local kindergarten plans and collaborative meetings. The research question is: What perceptions about sustainability do kindergarten teachers express within the context of Norwegian kindergartens?
Result
The study shows that kindergarten teachers had a limited understanding of sustainability, especially with regard to waste sorting, recycling and experiences of nature. They had little focus on different perspectives, the overall picture and the importance of the interaction between different sustainability factors. Despite the requirements set out in the framework plan, sustainability did not play an important role in kindergarten plans and collaborative meetings. The researchers argue that kindergarten teacher education should place greater focus on sustainability, and that the development of sustainable practices in kindergartens should be better facilitated.
Design
The researchers collected data from kindergarten teachers who attended a part-time course on sustainability. They were employed in 35 geographically dispersed kindergartens in Norway. Kindergarten teachers from 20 kindergartens submitted reflective notes, often made in collaboration with colleagues, where they identified five core concepts of sustainability in kindergarten. In addition, 35 educators participated in a survey with a five-point Likert scale to assess their understanding and practices related to Education for Sustainable Development. Finally, 28 kindergarten teachers conducted activities with children focused on environmental awareness, and they submitted reports on the topic as well as their didactic choices to the researchers.
References
Vikane, J. H., & Høydalsvik, T. E. L. (2024). Teachers’ expressed understandings concerning sustainability in the Norwegian ECE context. Environmental Education Research, 30(3), 450– 461.
Online year: 2023
Issue year: 2023
Review year: 2023