Teaching for Action Competence

Maria Hedefalk, Jonas Almqvist and Malena Lidar

SAGE Open, 2014, vol. 4, issue 3, 2158244014543785

Abstract: The focus of this article is to explore preschool children’s possibilities to learn to act for sustainable development. The purpose is to describe and analyze which actions are privileged when children participate in preschool activities. Analyses of video recordings of everyday preschool activities show how children experience activities where they critically discuss and make value judgments about actions. The results of the analyses also show how different actions become relevant in different practices. Furthermore, comparisons are made between the preschool practices and three teaching principles within education for sustainable development (ESD). In ESD, action competence is the ability to critically make value judgments about different alternative ways to act for a sustainable future. The result shows how children make value judgments in situations where facts are not sufficient for solving a problem.

Keywords: action; early childhood; education; sustainable development (search for similar items in EconPapers)
Date: 2014
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:4:y:2014:i:3:p:2158244014543785

DOI: 10.1177/2158244014543785

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