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Education for Sustainability for Preschool Children in Sweden

In Event: Young Children as Democratic Citizens in Early Childhood Education: International Perspectives

Thu, May 4, 8:00 to 9:30am CDT (3:00 to 4:30pm CEST), SIG Virtual Rooms, Early Education and Child Development SIG Virtual Session Room

Abstract

Preschool education in Sweden emphasizes children’s learning, play, care, and fostering of fundamental values (Author D, 2022). Democracy is a central theme in the 2018 Curriculum for Preschool, which points out that children have the right to participation and influence (Skolverket, 2018). Education for sustainability (EfS) is one of the strongest parts in the curriculum, which states that “Education should be undertaken in democratic forms and lay the foundation for a growing interest and responsibility among children for active participation in civic life and for sustainable development…” (p. 5). However, the ability of children to form and express their views has been subject to debates, often leading to young children’s voices being filtered by adults (Komulainen, 2007; Wall 2019). Although Sweden was one of the first countries to ratify the United Nations (UN) Convention on the Rights of the Child (1989), it did not become a national law until 2020.

At present, the author leads a project (Dr. Nr. [removed for blind review]) that explores the self-reported knowledge and views of environmental, social, and economic aspects of sustainability among children (n=402) in their final year of preschool. This randomized study included 50 preschools from 25 municipalities of a total of 290 in Sweden. To ensure children’s participation in research, the children were interviewed, both individually and in pairs, using illustrations. The interviews were recorded if the children and their parents have consented. The transcription work is in progress. Using an integrated approach to sustainability, the study draws from constructive learning theories (Bruner, 1961; Bandura, 1986) and the concept of “empowered inclusion” (Josefsson & Wall, 2020).

The children were asked whether they get to decide anything about their daily preschool activities and whether they would like to decide something, and if so, about what. The children were also asked whether they think that it is important or good to make decisions. If so, why it is good or not good to make decisions. Preliminary results indicate that most of the children felt that they got to make some decisions at preschool, at least to some extent. However, they stated that the decisions were limited to what they liked to do, for example, to paint, draw, read a photo novella with a friend, or play on a tablet computer. Several children, however, did not think that they had any right to decide anything at preschool. Rather, they think it is the preschool teacher or the principal who decides everything. Most of the children expressed a keen interest in participating in decision-making activities. Nevertheless, some children reported that they do not think it is a good idea that they decide all the time, especially when they play with their friends, because everyone should take turns to decide in order to avoid conflict and in this way no one would feel sad.