journal article Sep 01, 2009

Early childhood education and learning for sustainable development and citizenship

View at Publisher Save 10.1007/bf03168878
Topics

No keywords indexed for this article. Browse by subject →

References
42
[1]
Björneloo, I. (2007).Innebörder av hållbar utreckling. [Meanings of Sustainable Development. A study of teachers’ statements on their education.] En studie av lärares utsagor om undervisning. Göteborg: Acta Universitatis Gothoburgensis. Diss.
[2]
Björneloo, I. & Nyberg, E. (2007). (Eds.),Drivers and barriers for implementing learning for sustainable development in pre-school through upper secondary and teacher education. Education for Sustainable Development in Action. Technical paper N 4, 2007. UNESCO Education Sector.
[3]
Davies, L. (2004).Education and conflict. Complexity and chaos. London: Routledge Falmer.
[4]
Elkind, D. (2007).The power of play. Cambridge: Da Capo Lifelong Books.
[5]
Fröbel, F. (1995).Människans fostran. Lund: Studentlitteratur.
[6]
Hakvoort, I. & Hägglund, S. (2001). Peace and war described by seven-to-seventeen-year-old Dutch and Swedish girls and boys.Peace and Conflict. Journal of Peace Psychology., 7(1), 29–44. 10.1207/s15327949pac0701_03
[7]
Halldén, G. (2007).Den moderna barndomen och barns vardagsliv. [Modern childhood and children’s everyday life.] Stockholm: Carlssons.
[8]
Hong-Ju. (2006). Teaching and Learning about the Concept of “nation” in Preschool Classroom. International Journal of Early Childhood Education.The Korean Society for Early Childhood Education, 12(2), 129–150.
[9]
Hägglund, S. (1996). Developing concepts of peace and war: Aspects of gender and culture.The Peabody Journal of Education, 71 (3), 29–41. 10.1207/s15327930pje7103_2
[10]
Hägglund, S. (1999). Peer-relationships and children’s understanding of peace: A socio-cultural perspective. In A. Raviv, L. Oppenheimer & D. Bar-Tal (Eds.),Children’s and adolescents’ understanding of war, conflict and peace: International perspectives (pp. 190–208). San Francisco: Jossey Bass.
[11]
Hägglund, S. & Hill, M. (1999) Education for democracy in a European context. In A. Perucca & J. Calleja (Eds.),Peace education, context and values (111–135). Lecce: Pensa Multimedia Lecce.
[12]
Johansson, E. (2007).Etiska överenskommelser i förskolebarns världar. [Ethical agreements in preschool children’s worlds, in Swedish.] Acta universitatis Gothoburgensis. Göteborg Studies in Educational Sciences 251. Göteborg: Göteborgs universitet.
[13]
Johansson, E., & Pramling Samuelsson, I. (2006) Play and learning — inseparable dimensions in preschool practice.Early Childhood Development and Care, 176(1), 47–65. 10.1080/0300443042000302654
[14]
Johansson, E. & Pramling Samuelsson, I. (2006).Lek och läroplan. Möten mellan barn och lärare i förskola och skola. [Play and curriculum: Encounters between children and teachers in preschool and school.] Göteborg: Acta Universitatis Gothoburgensis.
[15]
Johansson, E. & Pramling Samuelsson, I. (2007).Att lära är nästan som att leka. Lek och lärande i förskola och skola. [Learning is almost as playing. Play and learning in preschool and school.] Stockholm: Liber.
[16]
Lauder, H., Brown, P., Dillabough, J.-A., & Halsey, A. H. (2006). Introduction: The prospects for education. Individualization, globalization and social change. In H. Lauder, P. Brown, J.-A. Dillabough, & A. H. Halsey (Eds.)Education, globalization and social change (pp. 1–70) Oxford: University Press.
[17]
Lee, N. (2005).Childhood and human value. Development, separation and separability. London: Open University Press.
[18]
Löfdahl, A. & Hägglund, S. (2006). Power and participation. Social representations among children in pre-school.Social Psychology in Education, 9, 179–194. 10.1007/s11218-006-0002-8
[19]
Löfdahl, A. & Hägglund, S. (2007) Spaces of participation in preschool. Arenas for establishing power orders.Children and Society, 231, 328–338. 10.1111/j.1099-0860.2006.00054.x
[20]
Ministry of Education and Science in Sweden (1998).Curriculum for pre-school, Lpfö 98. Stockholm: Fritzes (www.skolverket.se).
[21]
Pramling, I. (1996). Understanding and Empowering the Child as a Learner. In D. Olson & N. Torrance (Eds.),Handbook of Education and Human Development: New Models of learning, teaching and schooling (pp. 565–592). Oxford: Basil Blackwell.
[22]
Pramling Samuelsson, I. (2005). Can play and learning be integrated in a goalorientated preschool?Early Childhood Practice: The Journal for Multi-Professional Partnerships. Spring. www.earlychildhoodpractice.net 7(1).
[23]
Pramling Samuelsson, I. & Kaga, Y. (Eds.) (2008).The Contribution of Early Childhood Education to Sustainable Society. Paris: UNESCO
[24]
Pramling Samuelsson, I. & Fleer, M. (Eds.) (2008).Play and learning in Early Childhood Settings: International perspectives. New York: Springer Verlag.
[25]
Pramling Samuelsson, I., Asplund-Carlsson, M., Olsson, B., Pramling, N. & Wallerstedt, C. (2008).Konsten att lära barn, estetik. [The art of teaching children aesthetics.] Stockholm: Nordstedts Akademiska Förlag.
[26]
Siraj-Blachford, J. (2008). The implications of early understanding of inequality, science and technology for the development of sustainable societies. In I. Pramling Samulesson & Y. Kaga (Eds.),The Contribution of Early Cchildhood Education to a Sustainable Society (pp. 67–71). Paris: UNESCO.
[27]
Skolverket (2008).Tio år efter förskolereformen. Nationell utvärdering av förskolan. [Ten years after the preschool reform. National evaluation of preschool] Stockholm: Skolverket, Rapport 318.
[28]
Sommer, D., Pramling Samuelsson, I. & Hundheide, K. (in press). Child perspectives and children’s perspectives in theory and practice. New York: Springer.
[29]
SOU (1999:63).Att lära och leda. En lärarutbildning för samverkan och utveckling. [Teaching and guiding. A teacher eduation for interplay and development.]] Lärarutbildningskommitténs slutbetänkande. Stockholm, Utbildningsdepartementet.
[30]
SOU (2000:3).Välfärd vid vägskäl. Utveckling under 1990-talet. Delbetänkande. Kommittén Välfärdsbokslut. [Welfare at cross-roads. Development during the 90’s.] Stockholm, Fritzes.
[31]
SOU (2004:104).Att lära för hållbar utveckling. Betänkande av kommittén för hållbar utveckling. [Learning for sustainable development.] Stockholm: Utbildnings-departementet.
[32]
SOU (2008:109).En hållbar lärarutbildning. Betänkande av Utredningen om den ny lärarutbildning (HUT 07) [A sustainable teacher education.] Stockholm: Fritzes.
[33]
UNECE (2005). Draft for UNECE Strategy for Education for Sustainable Development. Swedish version. Strategi för hållbar utveckling. Stockholm: Regeringskansliet. Utbildnings- och kulturdepartementet. www.unece.org/env/esd/strategytext/strategiSwedish.pdf
[34]
UNESCO (2004). UnitedNations Decade of Education for Sustainable Development. Framework for a draft international implementation scheme. Draft document. October 2004.
[35]
UNESCO (2008).EFA Monitoring Report 2009. Education For All. Overcoming inequality: Why governance matters. Oxford: Oxford University press.
[36]
UN Publications, http://www.un.org/publications (090212).
[37]
Vallberg Roth, A.-C. (2002).De yngre barnens läroplanshistoria. [The young children’s curriculum history.] Lund: Liber.
[38]
Vygotsky, L. (1986).Thought and language. Boston, MA: MIT Press.
[39]
Wals, A. (2006). The end of ESD… the beginning of transformative learning — emphasizing the E in ESD. Paper presented at the Gotenburg Consultation on Sustainability in Higher Education.
[40]
WCED (1987).Our Common Future. A report from the United Nations World Comission on Environment and Development. Oxford: Oxford University Press.
[41]
Wickenberg, P., Axelsson, H., Fritzén, L., Helldén, G., & Ödman, J. (2004).Learning to change our world? Swedish research on education and sustainable development. Lund: Studentlitteratur.
[42]
Öhman, J. (2007). The ethical dimension of ESD — Navigating between pitfalls of indoctrination and relativism. In I. Björneloo & E. Nyberg (Eds.),Drivers and barriers for implementing learning for sustainable development in pre-school through upper secondary and teacher education. Education for Sustainable Development in Action. Technical paper N 4, 2007. UNESCO Education Sector.
Cited By
95
Metrics
95
Citations
42
References
Details
Published
Sep 01, 2009
Vol/Issue
41(2)
Pages
49-63
License
View
Cite This Article
Solveig Hägglund, Ingrid Pramling Samuelsson (2009). Early childhood education and learning for sustainable development and citizenship. International Journal of Early Childhood, 41(2), 49-63. https://doi.org/10.1007/bf03168878