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Projektet har undersökt hur ekocertifierade och icke ekocertifierade förskolor i Sverige arbetar med frågor kring hållbar utveckling i relation till barns förståelse och agens, pedagogiska praktiker, och ledarskap. Data samlades in från 25 ekocertifierade och 25 icke ekocertifierade förskolor i 25 kommuner genom intervjuer med 403 barn i femårsåldern samt genom enkäter med 584 deltagande förskollärare och 47 deltagande rektorer. Urvalsprocessen utformades för att möjliggöra jämförelser mellan ekocertifierade och icke ekocertifierade förskolors arbete med hållbar utveckling och samtidigt att åstadkomma ett nationellt representativt urval av barn i sista förskoleåret.

Resultaten om barns lärande visar att många förskolebarn har kunskaper och resonemangsförmåga kring frågor som handlar om hållbar utveckling, bland annat förståelse för rättvisa, ansvar, miljöpåverkan och sociala frågor, samt empati och vilja att bidra till en bättre värld. Skillnaderna mellan ekocertifierade och icke ekocertifierade förskolor var relativt små, men barn i ekocertifierade förskolor mötte oftare ett mer systematiskt och synligt arbete med hållbar utveckling, vilket kan tolkas som att det stärker deras förståelse av sammanhang över tid.

När det gäller undervisning demonstrerar studierna att utbildning för hållbar utveckling är etablerad i svenska förskolor och präglas av en pluralistisk undervisningstradition. Förskollärare kombinerar planerad, spontan och semi-spontan undervisning, där särskilt den semi-spontana undervisningen, som utgår från barns initiativ i genomtänkta lärmiljöer, framstår som central. Undervisningens innehåll är ofta vardagsnära och relaterat till exempelvis återvinning, resurshantering, konsumtion, odling samt jämlikhet och mångfald. Ekonomisk hållbar utveckling framstår som den mest utmanande dimensionen, trots att den ofta hanteras implicit genom vardagspraktiker.

Ledarskap och organisation framträder som avgörande faktorer. Ekocertifierade förskolor uppvisar generellt ett mer sammanhållet och långsiktigt organisatoriskt arbete, där hållbar utveckling är integrerad i verksamhetens vision, rutiner och uppföljning. I icke ekocertifierade förskolor är arbetet ofta mer beroende av enskilda förskollärares[1] engagemang.

Sammanfattningsvis kan man konstatera att det är viktigt för förskolan att läroplanens intentioner stöds av ett tydligt ledarskap, ändamålsenliga organisatoriska strukturer, genomtänkta didaktiska strategier samt reella möjligheter för barn att vara aktiva och delaktiga. 

[1] I studien används termen förskollärare som ett samlingsbegrepp för både utbildade förskollärare och barnskötare.

Research topic/aim  

Raising awareness about the planet's critical condition is not enough to change our behaviours or values or practices. A more meaningful education is needed to equip our future generation to address the complex challenges of today and the future (Wals et al., 2024). Reorienting early childhood education (ECE) towards sustainability has been on the Agenda 2030 for Sustainability (United Nation, 2015), which is also integrated in the curriculum in Sweden. Sustainability is about taking action to save our planet, sharing responsibilities, and having solidarity with generations, genders, communities, and countries. This paper presents the findings of a project that aims to contribute to evidence-informed development of pedagogical practices that facilitate children’s meaningful learning for sustainability at preschools. The project explores and compares: children’s knowledge and views of sustainability; teachers’ views, and teaching practices of sustainability; and principals’ views and actions on sustainability at eco- and non-eco-certified preschools. In this paper, ‘eco-certified preschool’ refers to those preschools that work explicitly with sustainability.  

Theoretical framework

Since this project consists of three studies, several theoretical perspectives are used. For example, when it comes to sustainability, an integrated approach was applied from a holistic perspective, in which environmental, social and economic dimensions are interconnected. This project also uses Bandura’s (1986) social learning theory and Bruner’s (1960) learning theory when developing research tools and instruments for children as well as interpreting and discussing the findings. Wals and Mathie’s (2022) Whole School Approach (WSA) to sustainability was used as a theoretical framework while exploring principals’ views and actions on sustainability in the operations of eco- and non-eco-certified preschools.

 Methodology/research design

This project employs a mixed methods approach (Creswell and Clark 2011) that allows for the integration of qualitative and quantitative data though semi-structured interviews, questionnaire surveys, observations, and policy document analysis. Data have been collected from children (n=403), preschool teachers (n= 585), and principals (n=50) from 25 eco- and 25 non-eco-certified preschools through two-stage cluster random sampling. Content analyses were applied. Quantitative data were subject to Orthogonal Projections to Latent Structures Discriminatory Analysis. Swedish Ethical Review Authority did not have any objection (2020-00005).

 Expected results/findings 

An analysis of the curriculum for preschool Lpfö 18 indicated that sustainability was explicitly integrated from a holistic perspective (Borg et al. 2022). The findings of principals’ data support the fact that principals at eco-certified preschools have a more nuanced and multifaceted view of sustainability in their leadership practice, indicating that eco-certification plays an important role in making a difference (Article, in review). 

 Relevance to Nordic educational research 

The findings of this paper are relevant to Nordic educational research since preschool education in Sweden and other Nordic countries share some common views, such as ECE as a foundation for a life-long learning, children’s rights to participation, and democracy, and their national policies have integrated sustainability. The project provides insights about the role of eco-certification in children’s learning for sustainability and support the development of evidence-informed pedagogical practices at preschool both in Sweden and internationally.  

Although preschool principals are important for integrating sustainability, studies on this topic are scarce. Using an embedded mixed methods approach, this study explored and compared 50 principals' views and actions relating to sustainability in the operations of 25 eco- and 25 non-eco-certified randomly sampled preschools from 25 municipalities (of a total 290) in Sweden. Using a semi-structured questionnaire, data was collected from the principals of the preschools. Whole School Approach Flower Model was used as an analytical framework to analyze qualitative data, while quantitative data was subject to Orthogonal Projections to Latent Structures Discriminatory Analysis. According to the participating principals, eco-certified preschools focused on increasing children's knowledge about and interests in sustainability, whereas non-eco-certified preschools focused on strategies to develop teachers' sustainability competence. This is consistent with findings that principals at eco-certified preschools have a more nuanced and multifaceted view of sustainability in their leadership practice, indicating that eco-certification, to some extent, plays an important role in making a difference. The study also highlights the potential of adopting a whole school approach to sustainability within preschool education. Cross-validation supported the generalizability of the conclusions, at least within a Swedish context.

Drawing upon international declarations and frameworks, such as the Brundtland Report and Goal 4 of United Nations 2030 Agenda for sustainable development, this study explores how sustainability-related content has been integrated into curricula for preschools in Italy, Norway, and Sweden. Research indicates that national curricula play a significant role in developing educational activities for young children, who will bear the consequences of inaction in the actual climate and biodiversity crisis and should therefore be empowered to effectively engage themselves towards a sustainable future. A qualitative research paradigm was used to conduct a critical content analysis to interpret and compare the differences and similarities among curricula. Although this is a curricula analysis that is based solely on secondary data, ethical considerations were also given to ensure fair representation of literature from relevant sources to avoid the possibility of bias. The results show that the concept of sustainability was integrated into all three curricula. The Italian curriculum focuses more on the sociocultural aspects of sustainability than the Swedish and Norwegian curricula. The Italian curriculum is less explicit about the need for direct contact with nature and time spent in different natural environments (learning in nature). The results are discussed in light of different national contexts. Our study contributes to increasing knowledge of national policies in preschool education in Italy, Norway, and Sweden.

In this study, we compared how sustainability, children’s agency, and play are addressed in preschool curricula in Sweden and Turkey. Content analysis was used to analyse, interpret, and compare the content. The findings indicated that sustainability is explicitly integrated into the Swedish curriculum but only partly mentioned in the Turkish curriculum. Play is a core part of children’s learning in Sweden, whereas, in Turkey, play is mainly referred to as a method. The Swedish preschool curriculum emphasises democracy as a central aspect, which reflects the dedication to fostering children’s agency and their comprehension of rights and participation. The Turkish curriculum, meanwhile – while acknowledging democratic principles, child rights, and participation – does not provide a comprehensive framework for promoting children’s agency. Our qualitative study contributes to knowledge about policies that may lead to practices concerning preschool education in Sweden and Turkey that focus on sustainability, children’s agency, and play.

This study presents a comparative content analysis of how teachers at eco-certified and teachers at non-eco-certified preschools in Sweden describe their education for sustainability (EfS). Sixteen teachers, eight from eco-certified preschools and eight from non-eco-certified preschools, were selected through a randomised sampling process. Semi-structured interviews were conducted, and the transcripts were analysed thematically, then comparatively. The thematic analysis generated four EfS practices: children's opportunity for agency, actively present teachers, children's experiences as a basis for learning, and communication between children and teachers and three teaching strategies: planned, semi-spontaneous, and spontaneous. These practices and strategies form the basis for a comparative quantitative and qualitative content analysis together with the three sustainability dimensions: economic, environmental, and social. In overall terms, the comparative quantitative content analysis shows only minor differences between the two teacher groups related to three aspects of their EfS. First, teachers at eco-certified preschools consider children's experiences in planned and semi-spontaneous teaching more often than teachers at non-eco-certified preschools. Second, teachers at eco-certified preschools create more adapted learning environments and materials to enable semi-spontaneous teaching, which lead to a more structured EfS with pluralistic elements is apparent among teachers at eco-certified preschools. These differences could be due to the profile of the preschools or the fact that they more often have relevant continuing professional education for teachers. Complementary studies are needed to demonstrate whether these differences are generalisable and to investigate the underlying causes.

Early childhood education aims to support children to develop cognitive, social, and motor skills, alongside values and ethics central to sustainability. From a Nordic perspective, this chapter reflects on how global citizenship education in preschool can illuminate possibilities and barriers to developing a whole school approach to sustainability. A review of Nordic policy and research identified four perspectives rooted in the global citizenship tradition that can support a whole school approach to sustainability: The greening of the whole preschool; The whole child’s learning; Wholeness in preschool teaching; and Thematic approach as a perspective on a whole preschool. We propose that efforts to implement a whole school approach to sustainability could be aligned with these perspectives. Nonetheless, Nordic preschools currently lack robust engagement with society—a perspective that requires further cultivation. To advance, empirical studies are needed to explore how a whole school approach to sustainability can be developed and implemented within preschool education.

The aim of our study is to explore and compare the curricula for preschool in Norway, Italy and Sweden, with special focus on sustainability. Research indicates that national curricula play a significant role in developing educational activities for young children, who will bear the consequences of inaction in the actual climate and biodiversity crisis and should therefore be empowered to effectively engage themselves towards a sustainable future (Ärlemalm- Hagsér et al., 2014; Borg et al., 2022; Ohlsson et al., 2022; United Nations Framework Convention on Climate Change, 2022). This study uses Bruner’s theory of learning and process of education (1960, 1966) as well as an integrated approach to sustainability. A qualitative research paradigm will be used to conduct a critical content analysis (Cohen et al., 2018) to interpret and compare differences and similarities among the curricula. Although this is a curricula analysis that is based solely on secondary data, ethical consideration was given to ensuring fair representation of literature from relevant sources, to avoid possibility of bias. The findings indicate that in Norway and Sweden, the term sustainability is explicitly mentioned several times in the curricula as one of the core values of the Framework plan for preschools. In Italy the term is not explicitly mentioned, although many parts of the curriculum can be directly linked to the UN sustainability goals. Our study contributes to increase knowledge about policies in preschool education in Norway, Sweden, and Italy. The results are discussed in the light of the different national contexts. 

Worldwide, preschool is recognized as an important arena for the implementation ofeducation for sustainability (EfS). In Swedish preschools EfS has been a part of thenational curriculum since 2019, but little is known about what this means in practice.Therefore, the purpose of this study is to increase our understanding about preschoolteachers’ perspectives on teaching for sustainability. Using individual semi-structuredinterviews with 16 randomly selected preschool teachers in Sweden, the results ofwhich were analyzed thematically and then quantitatively, this study examines howteachers put EfS into practice. Four teaching practices were identified: actively presentteachers, children’s experiences as a basis for learning, children’s opportunity for agency –a democratic approach, and communication between children and teachers. Takentogether, these four teaching practices demonstrate a pluralistic teaching tradition.The analysis also demonstrates a holistic perspective on subject content where environmental,social and economic issues are addressed. A third result is that EfS is carriedout using three teaching strategies planned, spontaneous and semi-spontaneous. Theidentification of semi-spontaneous teaching is an important finding which is madepossible in created learning environments aiming to stimulate children’s agency, whichis of central importance in EfS and an important contribution from this study.

Preschool teachers play an important role in preparing children to become responsible and competent citizens in the future for their communities and globally. EfS equips children with requisite knowledge and skills needed to create a sustainable future. The Swedish curriculum for the preschool Lpfö 2018 explicitly incorporates EfS from a holistic perspective integrating environmental, social and economic dimensions. Despite this, research indicates that many preschool teachers and principals still find the concept of sustainability as complex and abstract, particularly economic sustainability. During this self-organised symposium we present two research projects where preschool teachers and principals implement EfS in their pedagogical planning and activities.

Firstly, we present a Research and Development program (R&D) Sustainable preschool, 2021-2024, coordinated by the Ifous Institute, with approximately 300 participants (200 preschool teachers and 100 leaders) from 8 municipal and 1 private organisations. Sustainable preschools has explored how sustainable development is understood in a preschool perspective, and how principals, preschool teachers, and administration implement and work with sustainability issues in practice. All preschools are using the OMEP ESD Rating Scale. We will give examples from both the practical work in preschools and administration, as well as from research findings.

Secondly, we present the research project Eco-certified Preschools and Children's Learning for Sustainability, 2018-2022, where data was collected from 585 preschool teachers and child minders from 50 preschools in 25 municipalities in Sweden. The data we present was analysed with the OMEP ESD Rating Scale. The most common topics in EfS were related to the economic (389) and the environmental (318) dimensions of sustainability, while the social dimension was markedly lower (85). Collaboration outside of the preschool was unusual, however, the study was partly carried out during the Covid pandemic, which might have had some impact on the study results.