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Teaching for action competence
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2014 (English)In: SAGE Open, ISSN 2158-2440, E-ISSN 2158-2440, ISSN Online ISSN: 2158-2440, Vol. 4, p. 1-8Article in journal (Refereed) Published
Abstract [en]

The focus of this article is to explore preschool children’s possibilities to learn to act for sustainable development. The purpose is to describe and analyze which actions are privileged when children participate in preschool activities. Analyses of video recordings of everyday preschool activities show how children experience activities where they critically discuss and make value judgments about actions. The results of the analyses also show how different actions become relevant in different practices. Furthermore, comparisons are made between the preschool practices and three teaching principles within education for sustainable development (ESD). In ESD, action competence is the ability to critically make value judgments about different alternative ways to act for a sustainable future. The result shows how children make value judgments in situations where facts are not sufficient for solving a problem.

Place, publisher, year, edition, pages
2014. Vol. 4, p. 1-8
Keywords [en]
action, ECE, education, sustainable development
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-215082DOI: 10.1177/2158244014543785OAI: oai:DiVA.org:uu-215082DiVA, id: diva2:685985
Available from: 2014-01-10 Created: 2014-01-10 Last updated: 2017-12-06
In thesis
1. Förskola för hållbar utveckling: Förutsättningar för barns utveckling av handlingskompetens för hållbar utveckling
Open this publication in new window or tab >>Förskola för hållbar utveckling: Förutsättningar för barns utveckling av handlingskompetens för hållbar utveckling
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of the thesis is to contribute with knowledge about the conditions for preschool children’s meaning making with regard to sustainable development. With a focus on critical actions, the thesis explores how education is executed and how a critical action may be conducted in a preschool practice.

Different teaching situations in preschool have been analysed in order to determine how and which actions are privileged in the various situations, what the consequences of these actions are, and what kind of conditions that enable children to develop critical action competence.

The results show that teachers affect children’s meaning making by directing actions toward a specific learning content. The conditions in which children learn action competences for sustainable development may be affected by which actions are privileged or excluded in the situation. The analyses of conditions for children to act critically in this thesis are when:

  • the teacher aims the attention towards a pluralistic teaching content, where the content consists of value judgments.
  • variations of views are highlighted – by the help of other children or from example different viewpoints in a book.
  • children have the courage or/and feel safe expressing contradicting views.

Although the situations in which children act critically are few and far between in the empirical material, they do exist and are important to highlight, especially as few other studies explore what meaning making processes look like when critical actions are privileged. The thesis therefore contributes to the research by providing analyses of situations in which children act critically in preschool.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2014. p. 108
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences ; 3
Keywords
teaching, preschool, sustainable development, children, action competence
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-215087 (URN)978-91-554-8840-6 (ISBN)
Public defence
2014-02-26, Gunnar Johansson 14:K120, Blåsenhus, Uppsala, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2014-02-03 Created: 2014-01-10 Last updated: 2014-02-10

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Publisher's full texthttp://sgo.sagepub.com/content/spsgo/4/3/2158244014543785.full.pdf?ijkey=8a4dm46rNvcFb7z&keytype=ref

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Almqvist, JonasLidar, Malena

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