Purpose:This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustai...Purpose:This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustainability(ECEfS)in China and Norway.Design/Approach/Methods:Applying critical document analysis,the study explores a number of landmark curriculum documents from China and Norway,comparing the ways in which ECEfS is conceptualized,including the concept of sustainability,children as agents of change for sustainability,and sustainability in young children’s everyday lives.Findings:Corresponding to the analytical framework,China and Norway attach different importance to the three dimensions of sustainability-social-cultural,economic,and environmental.For example,Norway has a more autonomous view of children’s agency,while China gives more emphasis to teachers’support.The two countries also have different perspectives on how to work with families and communities based on significantly different traditions and institutions.The comparative document analysis argues that predominant cultural dimensions in each context,such as collectivist and individualistic factors,may shape the understandings of sustainability in each country’s early years’curriculum documents.Originality/Values:By broadening the focus on the social-cultural aspects of sustainability,this study extends the development of a culturally inclusive understanding of the concept of sustainability and contextualized/localized approaches to ECEfS across the globe.展开更多
Purpose:Taking a particular example of an international partnership programme,this article aims to discuss kindergartens’participation in international partnership programmes as compelling vehicles for promoting earl...Purpose:Taking a particular example of an international partnership programme,this article aims to discuss kindergartens’participation in international partnership programmes as compelling vehicles for promoting early childhood education for sustainability(ECEfS).The partnership programme included Western Norway University of Applied Sciences,Beijing Normal University,East China Normal University,and kindergartens in Norway and China.Researchers,postgraduate students,kindergarten principals,and teachers participated in the programme,their key concern being to promote competencies for sustainability and agents for change.Design/Approach/Methods:The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’and principals’experiences of participating in an international partnership programme.The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’and principals’reflections in a joint seminar in the kindergarten network.Findings:This article argues that ethical normative,dialogical,and anticipatory approaches are pivotal within international ECEfS partnership programmes.Originality/Value:The article has the potential to address international partnership programmes,involving different stakeholders,as vital in promoting ECEfS.It also urges international partnership programmes to promote glocality in ECEfS(i.e.,local situatedness with global awareness).展开更多
文摘Purpose:This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustainability(ECEfS)in China and Norway.Design/Approach/Methods:Applying critical document analysis,the study explores a number of landmark curriculum documents from China and Norway,comparing the ways in which ECEfS is conceptualized,including the concept of sustainability,children as agents of change for sustainability,and sustainability in young children’s everyday lives.Findings:Corresponding to the analytical framework,China and Norway attach different importance to the three dimensions of sustainability-social-cultural,economic,and environmental.For example,Norway has a more autonomous view of children’s agency,while China gives more emphasis to teachers’support.The two countries also have different perspectives on how to work with families and communities based on significantly different traditions and institutions.The comparative document analysis argues that predominant cultural dimensions in each context,such as collectivist and individualistic factors,may shape the understandings of sustainability in each country’s early years’curriculum documents.Originality/Values:By broadening the focus on the social-cultural aspects of sustainability,this study extends the development of a culturally inclusive understanding of the concept of sustainability and contextualized/localized approaches to ECEfS across the globe.
文摘Purpose:Taking a particular example of an international partnership programme,this article aims to discuss kindergartens’participation in international partnership programmes as compelling vehicles for promoting early childhood education for sustainability(ECEfS).The partnership programme included Western Norway University of Applied Sciences,Beijing Normal University,East China Normal University,and kindergartens in Norway and China.Researchers,postgraduate students,kindergarten principals,and teachers participated in the programme,their key concern being to promote competencies for sustainability and agents for change.Design/Approach/Methods:The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’and principals’experiences of participating in an international partnership programme.The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’and principals’reflections in a joint seminar in the kindergarten network.Findings:This article argues that ethical normative,dialogical,and anticipatory approaches are pivotal within international ECEfS partnership programmes.Originality/Value:The article has the potential to address international partnership programmes,involving different stakeholders,as vital in promoting ECEfS.It also urges international partnership programmes to promote glocality in ECEfS(i.e.,local situatedness with global awareness).
