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Opening up for participatory action research and challenge-based sustainability education in the preschool: Opportunities and challenges for the preschool in a time of diversity and mobility
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0001-9613-8132
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Through newly arrived children's participation and learning in a complex sustainability project (Nordén & Avery, 2020), the ecological focus is integrated into the main dimensions; children's relationship to place and local environment; the curriculum's goals for science and sustainability in preschool outdoor education and didactic strategies. Learning through action and reflection is focused in this study in order to change practitioners' practice and their understanding of their practice and the conditions under which they practice (Kemmis, 2009). A think tank with all staff for the purpose of discussing visions and practical work around the preschool's outdoor environment followed the thinking - saying - doing order so that the participants would understand how they wanted to change their practice. Conditions, opportunities and challenges were identified. In line with participant-driven research (Kemmis, 2009), this means in practice that educators, children and researchers talk (say) and collaborate (doing) with each other. Everyone's voice should be heard and everyone should be able to share their views (thinking). This was done according to the preschool's governing document, where the curriculum states: “Children and parents must be involved […] and their voices must be highlighted” (Lpfö 18, p. 18). The formulations were compared with how the schoolyard looks and is used. Thereafter, the intervention process was carried out with many meetings where the educators' room for maneuver was made visible as well as the actors. A reflection was made as an evaluation of action results and what has happened in the business through the action. In summary, new issues, identified participant-driven action spaces and didactic strategies formulated by the educators were addressed. In the context of preschool, clearly communicating educators are required who, through conversation, develop stimulating tools for learning, the joy of discovery that leads to co-learning, more than collaboration and collaboration. It is enriched by the individual and the group creating understanding, meaning and meaning by sharing their reality with each other. The pedagogical environment must be designed in a way where children can be led by the teachers. The preschool teachers' education and ability to communicate with children and ensure that the children are given influence and tools for their knowledge in concrete situations and exploration of various phenomena entails learning in a context. The organization of educational activities becomes important for how children perceive themselves as learning individuals. In today's preschools, children need to develop responsibility for their own learning. The teachers' presence is important, as their didactic experiences play a major role in making the children aware that there are different thoughts and ideas about the same natural phenomenon. Meaning-creating activities for learning in interaction with others require the teachers' ability to introduce new knowledge. The children then have the opportunity to experience variation and take part in many more perceptions. The children's confidence in themselves and their learning - their own knowledge-forming process - can be developed, whereby they dare to face new challenges in the future. The teachers' pedagogical approach to how different changes can be shaped provides opportunities for learning. Pedagogical development is affected by the preschool teachers' competence to develop didactic strategies, as well as their ability to negotiate outdoor teaching for sustainability and space for the children's expanded learning in preschool.

Place, publisher, year, edition, pages
2021.
National Category
Didactics Learning Pedagogy Environmental Sciences
Research subject
Child and youth studies; Sustainable studies; Science education
Identifiers
URN: urn:nbn:se:mau:diva-47287OAI: oai:DiVA.org:mau-47287DiVA, id: diva2:1617835
Conference
Teachers Matter – but How? An international conference on didactics, pedagogy, and classroom research, 13-15 October 2021, Linnaeus University, Växjö.
Available from: 2021-12-07 Created: 2021-12-07 Last updated: 2022-03-11Bibliographically approved

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http://Lnu.se/en/teachersmatter2021

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Nordén, Birgitta

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CiteExportLink to record
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