Purpose
The study explores how Swedish authorities' implementation of the UN Sustainable Development Goals affects Swedish kindergarten practice. Using a critical perspective, kindergartens are regarded as an arena where both major and minor political decisions are integrated into pedagogical practice. The authors of the study explore how these decisions affect and shape Swedish kindergarten practice.
Result
The results show that the children actively engaged in dialogues about the UN Sustainable Development Goals. They linked different SDGs together, such as ‘Reducing inequality’ and ‘Quality education’, and expressed the importance of all children receiving an education. During the pandemic, children discussed the importance of taking care of each other and suggested measures to combat the coronavirus. The SDGs were used as a pedagogical tool, and the children's own curiosity and interests led the discussions. The researchers behind the study believe this shows that children in kindergartens are active participants in discussions about sustainability and global responsibility.
Design
The researchers used a narrative survey method to collect data. They worked closely with a female kindergarten teacher to share her experiences and practice with Education for Sustainability (EfS) and the UN Sustainable Development Goals (SDGs) in kindergarten. The kindergarten teacher described her daily practice with the SDGs, both orally, in writing and through photographs. The data material consists of field notes, pictures as well as oral and written narratives from the kindergarten teacher. In addition, e-mails, text messages, telephone conversations and online meetings between the researchers and the kindergarten teacher were included as data.
References
Ärlemalm-Hagsér, E., & Samuelsson, I. P. (2021). ""Business as Usual"? Or Transformative and Transactive Teaching Leading towards the Agenda 2030 Goals in Swedish Early Childhood Education". International Journal of Early Childhood Environmental Education, 9(1):94-111.