What is Community in Early Childhood Education and Care for Sustainability? Exploring Communities of Learners in Swedish Preschool Provision

The study investigates the correlation between kindergarten community and kindergarten’s approach to sustainable development (ECECfS). It emphasises the perspectives and practices of kindergarten teachers. The aim is to analyse how the community in kindergarten can help support kindergarten teachers in building a learning environment that promotes sustainable development. The research questions are:

1. What characterises the community in kindergartens that have committed to following ECECfS?
2. How do these characteristics influence the way the kindergarten promotes ECECfS, so that it facilitates an ontological approach to the organisation of activities in the kindergarten?  

The study shows that the kindergarten’s approach to sustainable development is characterised by a strong community that is part of a broader network, where collaboration with other kindergartens and the local community is key. In order for this community to work well, close collaboration between teachers, children and the local community is crucial. When learning is based on children’s own interests, more dynamic and engaging learning processes are facilitated. This gives children the opportunity to influence what and how they learn, promoting their active participation and strengthening their role in the community. The study concludes that kindergarten’s approach to sustainable development is largely about creating environments that promote the development of shared values.

The researchers base their findings on data collected through a larger project conducted in kindergartens that describe themselves as being engaged in sustainability-related activities. The study analyses data from two kindergartens with a similar structure. One was located in a Swedish suburb of a major city and the other was located in the major city itself. The sample consists of six kindergarten educators, three from each kindergarten, who worked with children of all age groups. Before the focus group interviews, educators responded to a brief online survey, designed to gain insight into their perspectives and ways of working with play, exploration, teaching and education related to sustainability. The focus group interviews were conducted on three different occasions in each kindergarten: before teachers’ participation in the MOPE workshop, about halfway through their participation and approximately one year after the first interview.

Lecusay, R., Mrak, L., & Nilsson, M. (2022). What is Community in Early Childhood Education and Care for Sustainability? Exploring Communities of Learners in Swedish Preschool Provision. International Journal of Early Childhood, 54(1), 51–74.