Rusminah
Education for Sustainable Development (ESD) during Outdoor Play and
Learning Activities in Norwegian Kindergarten Context: Exploring
Practitioners´ Perceptions
Thesis submitted in partial fulfilment of the requirements for the Erasmus
Mundus joint degree “International Master of Early Childhood Education
and Care (IMEC” is collaboration with Dublin Institute of Technology and
University of Malta.
Spring 2012
International Master of Early Childhood Education and Care
Faculty of Education and International Studies
Oslo and Akershus University College of Applied Sciences
1
Table of Contents
Preface ..................................................................................................................................................... 4
Abstract ................................................................................................................................................... 5
Chapter 1 ................................................................................................................................................. 6
Introduction ............................................................................................................................................. 6
1.1
Background of the study.......................................................................................................... 6
1.2
The Purpose of the Study ........................................................................................................ 8
1.3
Limitation of the Study............................................................................................................ 8
1.4
Key words ............................................................................................................................... 9
1.5
Glossaries and Abbreviations .................................................................................................. 9
Chapter 2 ............................................................................................................................................... 10
Literature Review .................................................................................................................................. 10
2.1
Early Childhood Education and Care in Norway .................................................................. 10
2.2
Education for Sustainable Development in Early Childhood Education and Care ............... 11
2.3
Children’s participation ......................................................................................................... 13
2.4
The Roles of Educators ......................................................................................................... 16
2.5
Outdoor Activities ................................................................................................................. 17
2.6
Meeting the Challenges and Opportunities ........................................................................... 18
Chapter 3 ............................................................................................................................................... 20
Methods ................................................................................................................................................. 20
3.1
Qualitative study.................................................................................................................... 20
3.2
Ethnography .......................................................................................................................... 21
3.3
Interpretative Approach ......................................................................................................... 21
3.4
Sampling................................................................................................................................ 22
3.5
The Collection of Data .......................................................................................................... 23
3.5.1
Observation (Participant Observation) .......................................................................... 23
3.5.2
Interview ........................................................................................................................ 24
3.6
Time of the Research............................................................................................................. 24
2
3.7
Ethical Considerations........................................................................................................... 24
3.7.1
Researching Children .................................................................................................... 25
3.7.2
Interviewing Adults ....................................................................................................... 25
3.8
Reflections and Challenges of Doing the Research............................................................... 26
Chapter 4 ............................................................................................................................................... 28
Finding and Discussion ......................................................................................................................... 28
4.1
Finding .................................................................................................................................. 28
4.1.1
Practitioner 1 ................................................................................................................. 28
4.1.2
Practitioner 2 ................................................................................................................. 34
4.1.3
Practitioner 3 ................................................................................................................. 35
4.2
Discussion ............................................................................................................................. 38
4.2.1
Norwegian Kindergarten Context.................................................................................. 38
4.2.2
Teachers’ views, knowledge and values ....................................................................... 39
4.2.3
Environmental Learning Experiences and Outdoor Activities ...................................... 44
4.2.4
Children’s Participation and Involvements ................................................................... 50
4.2.5
Dealing with Challenges and Finding Solutions ........................................................... 52
Chapter 5 ........................................................................................................................................... 58
Conclusion and Recommendation ..................................................................................................... 58
5.1
Conclusion ......................................................................................................................... 58
Recommendation for Future Work ................................................................................................ 60
References ............................................................................................................................................. 61
Appendices ............................................................................................................................................ 66
Appendix A ....................................................................................................................................... 66
Appendix B ....................................................................................................................................... 67
Appendix C ....................................................................................................................................... 68
Appendix D ....................................................................................................................................... 69
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Preface
My deepest gratitude is delivered upon God for keeping me alive and healthy. I would like to
thank you to European Commission of European Union for giving me a chance to be a part of
International Master in Early Childhood Education and Care programme and all my inspiring
lectures and professors. This master programme has enriched my understanding of ECEC and
broadened my perspective of life.
This thesis marks my completion of master study. Therefore, I would like to thank you to my
supervisor Cato Tanberg for kind support, encouragement and patience in supervising me and
giving valuable feedbacks and comments for my master thesis. My foremost thank given to
Professor Jan-Erik Johansson and Professor Berit Bae. It has been wonderful and inspiring
lectures with you. Thank you for enlightening my insights of education. Also, thanks to IMEC
2010-2012 friends for giving me such wonderful moments and particularly Oslo IMEC group
(Erika Leon Castro, Tina Madunic, Ramesh Bhandari and Kassahun Tigistu and Bryndis
Gunnarsdottir) for spending very memorable times and friendship. These two years are just
amazing with you all IMEC friends. Thanl you to Kjersti Winger too for coordinating this
programme and assisting us for administration stuffs I would like to thank you as well for
Annisa Sholihah, Aurora Zahra, and Marianne C Olsen, as well as my Indonesian friends for
lovely times within my last semester life in Oslo.
Finally, I would like to thank you to my beloved family for always supporting me in every
situation and giving me permission to study abroad. Also, thank to my wonderful grandpa for
planting seed of inspiration of education that led me to this stage and my grandma for giving
me such a nice childhood memory. I am sure that that you both rest in peace in heaven.
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Abstract
The issue of education for sustainable development so-called ESD has been discussed and
debated for years. The importance of this matter has become a global issue and awareness of
the three important aspects of education for sustainable development involving environment,
social and economy issues have also been addressed. It is pronounced that this problem is the
responsibility of all regardless of age, ethnics, socio-cultural background and gender. Indeed,
all parties and community including children and adults should participate. In pursuing
sustainable development, thus, education is considered as the key of addressing this issue so
that everyone can take action to protect and preserve the earth. To reach children’s fullest
potential of participating particularly of raising awareness of environmental education, it
needs to be started from the aspects that are close to their lives such as children’s outdoor
activities at preschools or kindergartens.
This thesis explores the teachers or practitioners’ perspectives, current practices and
experiences with regards to issue of children’s participation of education for sustainable
development through or during outdoors activities in a Norwegian kindergarten context. This
study uses qualitative approach as it allows the researcher to see the interaction of children
and practitioners in the setting. Field work is conducted in two kindergartens by observing
the children’s activities when they are outdoors and how the practitioners support children to
be aware of the environmental issues and interviewing the practitioners on how they deal with
the issue of education for sustainable development in early year programmes.
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Chapter 1
Introduction
1.1
Background of the study
One of the biggest challenges faced in the twenty century is education for sustainable
development (ESD) and it has been a significant issue for years. According to Brundtland,
sustainable development is interpreted as the development of the present without comprising
the needs of future generations (WCED, 1987). In fact, the various definitions of education of
sustainable development well-known as ESD is acknowledged. According to UNESCO 20052014 (2006), ESD involves social, environmental and economic aspects that are
interconnected as important elements for sustainable world and lifelong learning is also
stressed.
I firstly got acquainted with the issue of education for sustainable development when I was
still working as a practitioner for primary year’s children. The issue became popular and all
the teachers as well as the children were encouraged to be more aware of this matter. The
environmental, social and economic aspects were emphasised. We had some discussions in
relation to these. Consequently, ways of addressing education for sustainable developments
were explored. Likewise, many argumentations and confusion on dealing with these problems
also occurred. The definite meaning of ESD was not clearly informed. However, analogy and
some effect of climate changes and what causes them were presented. Consequently, I had a
clearer understanding of ESD concept. In addition, some alternatives of dealing with these
issues were also developed.
Concerning to implement ESD in practice, my colleagues and I had some projects with the
children such as micro society projects dealing with environmental issues, cultural heritage
understanding, social issues and so forth. One of the projects that other teachers and I ever
conducted specifically in relation to environmental education was gardening. It was meant to
give an understanding the plants and other living creatures are very important for human
beings and the stability of the earth. The importance of taking care of the planet was
addressed to children as they are the future bearers need to understand about the place they
live in. The projects that were ever piloted had positive impacts to children. As a result, they
gave meaningful contribution by having more conscious attitudes of environmental issues.
6
Those prompted me to undertake this research which intends to gain understanding of new
insights of implementing education for sustainable development in a different social cultural
context.
This chosen topic is supported by other reason. It is due to the slightly distinctive lives of
children that I observed here in Norway. In the first few weeks of living in Oslo, I noticed that
there was something relatively different with regards to childhood experiences from children
in my country mainly those who live in big cities. I found that many children were outside
when it was raining. I was wondering why. I witnessed this for several times. It was aroused
my curiosity. This phenomenon would be prominently interesting to find out.
During my first semester at the Oslo University College and Applied Science of Akershus, I
had opportunities to visit some kindergartens in Oslo. From those observations, I witnessed
children were apparently spending their time playing. Free play and structured play and
learning were parts of their educational routines. I got a chance to do a few observations
especially when they were doing free play time. I had also occasions of interviewing the staffs
and one of headmasters. They were welcomed and opened when I did observations and
responded for my questions in relation to the Early Childhood Education and Care (ECEC)
system and their kindergarten policy. Correspondingly, they all delivered that play and
learning were interrelated and important element of learning in the kindergarten.
The
question about outdoor activity was also distributed. They all informed me that the
kindergarten community valued outdoor activity as a way of facilitating children’s learning. I
remember that after doing observation of children’s free play in one of children’s in the
classroom, one of the teachers said that she and her children would have a trip to the nature
area on the following day. I taught that it was a unique experience of learning for children in
the kindergarten. I personally believe that outdoor activity is a valuable learning experience at
preschool institution. Nevertheless, that leads me to discover this outdoor activity in
connection to education for sustainability mainly to the theme of environmental alertness.
This study focuses more on the pillar of environment issues although other two aspects of
ESD are thus interconnected. Looking at the environmental perspective, it involves members
of society to take care and be responsible for the place where they live. Children as members
of society, as human beings have agency as well as competency in their lives, also have the
same ownership of their surroundings. Therefore, participatory involvements from the
children hold vital roles. Children are encouraged to think about the nature, how important it
7
is for them and what they can do to preserve it. Importantly, it should be noted that children
should not be put into position that they are required to find the correct answers but be given
ideas to put efforts to express thoughts (Pramling Samuelsson, 2011). Children may develop
their responsible citizenship and ownership actively if they are given time and space to
practice it (Chawla, 2004). Finding circumstances and chances for children to practice it will
give benefit to improve their participation.
Children naturally enjoy spending their times by playing either social play or solitary play,
outdoor or indoor play. Play gives them space to express their feelings, develop their
imagination and creativity as well as make sense of the world around them. If the children
have engaged with the world, their sense of belonging towards it will be enhanced. Outdoor
play is particularly seen a way of attracting children to wonder, observe and appreciate the
nature and the world. Therefore, they will have sense of responsibility to protect the
environment.
1.2
The Purpose of the Study
This research explores the perceptions of early childhood education and care practitioners on
children participation for education and sustainable development through and during outdoor
play and learning in Norwegian kindergartens. It is carried out to get insights of the issues in
the fields.
1.3
Limitation of the Study
Although this research has fulfilled its aims, I am aware that there are still limitations and
shortcomings. An ethnographic study is generally conducted in an extensive of time. In my
case, time constrains happen due to some factors. However, this micro-ethnographic meets
the criteria of the required procedures such as participant observation, interview and cultural
context. This qualitative study involved small participants, two places of kindergartens and a
relatively short time of observations. Therefore, the result cannot be generalised. In fact,
education for sustainable development is a complex issue and there are many factors which
influence how this concept is understood and implemented in practice. The purpose of this
thesis is not a thorough overview or detailed description of a wide range of relevant research;
rather It explores the practitioners’ views on ESD and the implementation in the field.
8
1.4
Key words
Education for sustainable development in early childhood education and care, environmental
issues, children’s participation, roles of practitioners, views and perceptions of practitioners,
and outdoor activities.
1.5
Glossaries and Abbreviations
ECEC : Early Childhood Education and Care
ESD
: Education for Sustainable Development
ICT
: Information, Communication and Technology
P1
: Practitioner 1
P2
: Practitioner 2
P3
: Practitioner 3
ZPD
: Zone Proximal Development
NSD : Norsk Samfunnsvittenskapelig datatjeneste AS
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Chapter 2
Literature Review
2.1
Early Childhood Education and Care in Norway
In Norway, the overall responsibility of quality management and fund is under authority if the
Government, by the Ministry of Education and Research. The policy of Norwegian
kindergarten is regulated by two documents namely Act no 64 of June 2005 relating to
Kindergartens (the Kindergarten Act) in 2006 and Framework Plan for the Content and Tasks
of Kindergartens in 2006 in which the latest revision is in 2011 published in 2012. Early year
education and care in Norway offers services for children age zero or one to six (The
Norwegian Ministry of Children and Family Affairs, 1998). At the age of six, children enter
primary school.
Moreover, parents have the right of parental leave for childbirth and or adoption (The
Norwegian Ministry of Children and Family Affairs, 1998). Its aim is to encourage parents to
spend more time with the child (the Norwegian Ministry of Education and Research, 2011).
Other than that, there are other rights for parents with small children involving the cash
benefit scheme, family allowance and the special tax rules that aim to promote equality
between men and women and make it possible for parents with small children to work outside
home (OECD – Thematic Review of early Childhood Education and Care Policy, 1998).
The provision of early childhood education sector is organised by three stake holders: fees
paid by parents, private kindergarten and public kindergarten funded by the government or
municipalities (Education – from Kindergarten to Adult Education, 2007). The Government
that is responsible for the policy of the kindergarten, development work, guidelines and
administrative task is the Ministry of Education and Research which the supervision of the
implementations is assisted by municipalities.
To strengthen kindergartens as a learning arena, the contents of the kindergarten should be
based on the children’s interest and consider children’s cultural background that are
demonstrated in a variety of learning experiences that integrate, play, care and learning
(Education – from Kindergarten to Adult Education, 2007).
10
Influenced by a variety of literature study and diverse international settings, I use the term
early childhood education and care, early years programme, preschool and kindergarten
interchangeably in this study. Similarly, it appears to the notion of pedagogue leader, teacher
and practitioner.
2.2
Education for Sustainable Development in Early Childhood Education
and Care
The notion of Education for sustainable development (ESD) was firstly released by the World
Commission on Environment and Development which was under the leadership of Gro
Harlem Brundtland in 1987. She is a former Prime Minister of Norway. At that World
Conference held in Tokyo, the issue of ESD was firstly proposed. Initially the commission
was requested to propose an agenda on environmental problems dealt by the earth (Lude,
2010). From the research and study, it was found the interconnectedness between
environmental issues, economic problems and social matters. The terminology of education
for sustainable development (ESD) does not have any single definition and it should not be
interpreted into a fix meaning as it is rather as an evolving concept that is considered as a
learning process more than a product (Pramling Samuelsson & Kaga, 2008). It may be
interpreted as the use of education as a tool to achieve sustainability (UNESCO, 2006).
Further, it tells the nature of ESD which in fact emphasizes on giving people knowledge and
skills to become lifelong learners to engage with environment, economics and social aspects.
By transferring the knowledge to all communities starting from preschool to university
community, it is hoped that education for sustainable development will be integrated into their
lives (Crawford, 2011).
From the three essential elements of the nature of ESD,
environmental education is mainly stressed in this study. Baltic Sea Region 21 proposes the
notion of education of sustainable development shall be the life-long process which is applied
in all aspect of life including educational levels community (Crawford, 2011).
Hart (1997) proposes “sustainable development must be a long term process at the community
level. It involves changes in work patterns and life style and consumption patterns as well as
fundamental improvement in the democratic nature of local decision making” (p.22).
Pramling Samuelsson and Kaga (2008) highlight that the concept of ESD requiring individual
involvement and responsibility. The focus of sustainable development is the continuity life of
human beings should become the attention (Ulla Härkönen, 2003).
11
It is believed that promoting education for sustainable development is best integrated into
education systems (2006). Through education, people can increase their welfare, be
productive and responsible citizen (Jutvik & Liepina, 2008). Agenda Rio summit under the
United Nation held in 1992, also addressed the necessity of addressing this issue to enhance
people’s ability to concern of the environments and development issue through education.
The fact that early childhood education and care belongs to those education systems should be
able to play roles of encompassing it (Pramling Samuelsson & Hägglund, 2009). Finding the
balance of human’s economic that is pertinent with the cultural traditions and values as well
as respect for the environment is the vision that ESD attempts to integrate in education (SirajBlatchford, Smith & Samuelsson, 2010).
The recognition of education for sustainable development for children also is clearly written
in Agenda 21 from Rio 1992 as stated in chapter 25 below:
“Children not only will inherit the responsibility of looking after the Earth, but in many
developing countries they comprise nearly half the population. Furthermore, children in
both developing and industrialized countries are highly vulnerable to the effects of
environmental degradation. They are also highly aware supporters of environmental
thinking. The specific interests of children need to be taken fully into account in the
participatory process on environment and development in order to safeguard the future
sustainability of any actions taken to improve the environment”. (Agenda 21, 1992,
chapter 25:12)
From the conference of education for sustainable development in Gothenburg 2008, it was
declared that ESD in education is presented as follow:
“The purpose of ESD is to reorient education in order to contribute to a sustainable future
for the common good of present and future generations. ESD recognizes the
interdependence of environmental, social and economic perspectives and the dependence
of humanity on a healthy biosphere (p.4)”.
The qualities of preschool pedagogy constitute the effective learning of education for
sustainable development (Pramling Samuelsson & Hägglund, 2009). The Norwegian
kindergarten curriculum also highlights that kindergarten’s routines must foster an
understanding of sustainable development (the Ministry of Education and Research, 2011).
Additionally, Heft and Chawla (2007) proposes that “the basic assumption driving the
concept of sustainability is that a shared environment exists independently of individuals’
experience of it, with real qualities and real limits that shape human lives and human beings
can discover (p.202)”. In addition, ESD in the early years programmes should be viewed as a
dynamic process instead of the fixed outcomes and as a challenge for the continuity of
12
cultural and social change rather than a once and for all standardised results (Hägglund &
Pramling Samuelsson, 2009)
The questions of how the education should be in the education institution exist. How this
notion is interpreted varies from one context to another (UNESCO, 2007). However, there is a
strong suggestion that education for sustainable development must start as early as possible
because this is the stage where children learn about basic values, skills, attitudes, behaviour
which may be brought to the future life (UNESCO, 2007). OMEP (2009) notes the effect of
empowering young children to education for sustainable development may influence the
attitudes and behaviours of their parents and adults as well. For that reason, Davis (1998)
suggests that ways of integrating educational philosophies, theories and practices for the
foundations of sustainability should be explored.
One of the aspects that can promote education for sustainable in early years is by addressing
the issue of environmental education such as taking children outdoors to talk about the natural
environment. This theme is also strengthened by the Conventions on the Rights of the Child
(CRC) mentioning the importance of nature and environment in article 29 as follows: “State
parties agree that the education of the child shall be directed to the development of respect for
the natural environment”. It is believed children’s contact with nature provides a strong
foundation for constructing sustainable relationship between people and nature (Davis, 1998).
Integral to the issue of ESD, ecological sustainable development that is described as human
interaction with environment is a vital element (Taratsa, 2010). This activity will give the
children an opportunity to wander their world and have a sense of belonging of taking care of
it. Children’s understanding from concrete objects to abstract concepts is built from the direct
involvement with others which is very important aspect for education for sustainable
development (Heft & Chawla, 2007). Hence, OMEP (2011) recommends that Promoting ESD
in early childhood education and care pedagogy could be done by using the 7R approaches
(reduce, reuse, recycle, repair, reflect and refuse).
2.3
Children’s participation
Promoting education for sustainable development requires the active participation from
preschools and pupils and allows them to take parts in planning activities (Jakobsson, 2011).
Education for sustainable development cannot be built without contributions from all parties
in this planet. The involvement and responsibility become very central in concept of
13
sustainable development. The need of involving children as members of society to strengthen
environmental education for sustainable development is now widely acknowledged.
The concept of education for sustainable development may be difficult for children to
understand. Yet, the awareness of and concern for environment could be raised in the early
childhood education in order to create a harmony between human and nature. This
harmonious relationship is one of the crucial points of sustainability (OMEP , 2009). This is
supported by the participatory project ever conducted in Norway by Kjørholt, (2002)
mentioning that “children’s perspective contribute to greater awareness of ecological and
social justice issues and thus potentially to the development of a more just and harmonious
society (p.76)”.
Children need to be a part of community and be listened to for the matters that affect them
(Pramling Samuelsson, 2004). CRC has also appreciated children's voice as stated in article
12 : “State parties shall assure to the child who is capable of forming his or her own views the
right to express those views freely in all matters affecting the child, the views of the child
being given due weight in accordance with the age and maturity of the child.” Barrack, et.al
(2007) stresses the importance of involving children in environmental decision making
because they are the present and future citizens.
As Chawla (2001) notes, children gain the attitudes and skills that they will need to protect
the environment and preserve for generation through participation. There are several reasons
why children should be encouraged to participate for development. Children know very well
with regards to local environments that suit their needs (Chawla, 2001). Participation from
children involves the freedom of natural and built environment exploration to observe and to
think (Heft & Chawla,2007). Vygotsky (1978) notes that the content of the thinking act in the
child when defining such concepts is determined not so much by the logical structure of the
concept itself as by the child’s concrete recollections (p.50). If the children are involved with
the issues that are grounded to their own local realities, it will lead them to understand issues
in decision-making (Hart, 1997). Research in relation to children participation in Norwegian
ECEC has documented that children even in a very age can express themselves and have
impacts on matter that are important in their everyday life (Bae, 2010).
In relation to accommodate children's participation, several models are introduced. For
example, Hart (1992) presents the approach of eight rung ladders of participation which is
very much influenced by Arstein’s theory in 1969. The lowest levels are from manipulation,
14
decoration and tokenism. These three points put children as non-participants. Next ladders are
assigned but informed, consulted but informed, adults-initiated shared decisions with
children, child-initiated and directed, child-initiated shared decisions with adults. Another
pathway to participation is demonstrated by Shier (2001) focusing on openings, opportunities
and obligations which includes the five stages of Hart's approach. It is starting from that
children are listened to, children are supported in expressing their views, children's view are
taken into account, children are involved in decision-making processes and children share
power and responsibility for decision making. From each level of participations, individual or
practitioner or researcher can identity it at stage openings, opportunities and obligations.
Other approach in relation to encourage children’s participation for the purpose of improving
environmental awareness is through using environmental ladders approach (Hilmo & Holter,
2008). The stairs of the environmental steps can be seen as the following figure:
It will allow the researcher or the people to analyse in which level of commitment of
participation.
Children’s representation of the world is generally based on the recall of concrete instances
(Vygotsky, 1978). In order for children to take active participation in caring for the
environment, children should have opportunities to practice as participation cannot be taught
as something abstract (Hart, 1992). Pramling Samuelsson (2010) notes strengthening
education for sustainable development must begin in the local concrete reality of children.
Learning about environment and nature should be introduced in early years as it is very
important for children to develop sense of care and concern for the natural environment
(Pramling Sammuelsson, 2010). Chawla (2001) makes comparison between children who are
15
taught only solely knowledge and those who are exposed them to communities to investigate,
design and carry out strategies related to local issues. The children with experience of action
were more ready to participate in preserving the environment.
2.4
The Roles of educators
Education for sustainable development requires teachers, researchers, pupils, school
executives and staffs as well as community representative to work together in directing
activities in education institutions (Lindberg, 2011). Davis (1998) recommends that early
childhood professionals should play a leadership role to make a difference in ESD through
catching up with community concerns about environmental issues. To strengthen the
collaboration of Education for sustainable Development, policy makers and teachers need to
demonstrate their responsibility (Crawford, 2011).
Smith (2002) argues that children should receive appropriate support in order to be able to
express their view. In line with that, Vygotsky (1978) introduces the theory of zone proximal
development (ZPD) which is defined as “the distance between the actual development level as
determined by independent problem solving and the level of potential determined through
problem solving under adult guidance or in collaboration with more capable peers (p.86)”.
That describes that children might and can do significant matter that are suitable with their
mental development with the assistance of others than what they can do alone.
Early childhood professionals should highlight the important roles of addressing the issue of
sustainability in the early years programmes (Siraj-Blatchford, 2009). Thus, teachers shall be
supported to deal with teaching contents that are relevant in everyday life which have benefits
for local and global community for encompassing sustainable development (Jakobsson,
2011). If the children meet the adults who are willing to challenge their own thinking and
interpret their rights in kindergarten settings, children might be able to contribute meaningful
experiences (Bae, 2010). Moreover, it is proposed that educators have to educate children to
be sensitive of nature (Härkönen, 2003). The belief is that contact with nature is as important
to children as good nutrition (Louv, 2006).
Furthermore, teachers have tasks to deepen children’s knowledge and build supportive
learning processes and inspire their further learning (Hagser & Sandberg, 2008).Several ways
of addressing the education for sustainable development in the education field have been
shared in some countries mediated through conference, publication and so forth. Taratsa
16
(2010) proposes that teacher should present the topic of environment in the classroom
followed by the immediate practise. It also is necessary that teachers are encouraged to be
reflective and question their current practice for achieving the goals of ESD (Prince, 2010).
To support teachers to enhance children´s participation, training for them may be well
important to address the issue of ESD (Davies & Artaraz, 2008).
2.5
Outdoor activities
To integrate environmental education into children's lives, children's engagement with things
they are doing is essential. The authenticity of children's participation can be achieved if the
children clearly understand what they are doing and voluntarily choose to contribute (Hart,
1992). Naturally, most of children like to play. Play enables them to do what they like, make
meaning and sense of the world. Therefore, play becomes important for children to be aware
of their environment. Play enables children interact with other children and adults. Thus, it
consequently develop children’ social interaction (Härkönen, 2003). Play has also been
considered as important element of children’s learning in Norwegian Kindergarten context
since play is a universal natural phenomenon that children are interested of and skilled at
(Framework Plan for the Content and Tasks of Kindergartens, 2012). Education Act 2005
(2006) mentions: “kindergartens shall provide children with opportunities for play, selfexpression and meaningful experiences and activities in safe, yet challenging surroundings”
(p.1). The necessity of play is also explained as a way to provide children’s learning in
activating the ability of dealing with a series of complex set skills and enable children to
observe and investigate the surrounding world and its phenomena (Framework Plan for the
Content and Tasks of Kindergartens, 2012). The Kindergarten curriculum acknowledges the
importance of play both indoors and outdoors for exploration and process of immersions of
the physical world in order to make children’s lives meaningful.
Research finding from Norwegian kindergarten, when children are asked where they prefer to
play in kindergarten setting, the majority of responses mention they would prefer to play
outdoor (Aasen, Grindheim, & Waters, 2009). Therefore, if we take children’s voice into
account, it is clear that they like and are happy being outdoors. They can fully engage with
their own learning and be responsible for their actions they are given chances to participate.
Adults direct and indirectly provide children to have choices during outdoor play. They have
more freedom to decide the things they want to do. Outdoor play could be a good start to
engage with nature and encourage them to think and participate to preserve it. Pramling
17
Samuelsson (2008) emphasises dialogues and appropriate intellectual bonding with the
children about sustainability are also very critical.
To enable children to make connections of the knowledge they gain in the classroom in
relation to the environmental issues, children should have opportunities to witness by
themselves outside the classroom (Taratsa, 2010). She further describes that kind of fieldwork
can provide important tool for children to observe, collect and analyse the data of plants and
habitats. Children and people largely learn from observing others (Vygotsky, 1978).
2.6
Meeting the challenges and opportunities
Despite the acknowledgement of the importance of encompassing the issue of sustainable
development in education institutions, challenges exist. The perception among educators in
ECEC with regards to the issue is considered as depressing and fearful and it is not suitable
for children (Pramling Samuelsson & Kaga, 2008). The insufficiency of understanding of the
issue among the educators and ESD facilitators is one of the main obstacles in incorporating
ESD into teaching and learning activities (Crawford, 2011). Further Crawford (2011) stresses
the importance of innovations and accessible information to improve the knowledge of
teaching and learning education for sustainable development. Although education is
considered as the solution to establish sustainable development, it brings the large problem at
the same time (Grandin, 2011).
Since the concept of ESD is an abstract concept, the way to address to children this issue
could be challenging. Thus it requires using ‘interactive’ ways of delivering it through
exploring strategies instead of ‘didactive’ approaches (Corney & Reid, 2007). Thus,
children’s main interest and need should be primary consideration. Bae (2010) advises that
teachers need to be attentive and has a focused presence of mind that can create premises for
both children and adults to express their subjectivities. Although this is a complex issue, it can
lead to foster an interest and eagerness to be creative and innovative (Pramling Samuelsson,
2011).
Given the benefits of outdoor play and learning activities offers, it has somehow obstacle to
certain extends. Fears and risks may occur on this particularly children who are still young
and still need a lot of assistance in many circumstances. The barrier itself could be the
teachers themselves are lacking of knowledge of that activity or negative attitudes about it.
18
Moreover, safety and security issue also becomes the problem. The natural playground does
not have security regulations like traditional playground (Kaarby & Osnes, 2007, p.1).
It is also reported from the research ever conducted that from the experiences of addressing
the issue of sustainable development in Norwegian context, teachers feel that the issue is time
consuming, not enough time for planning and they think that they do not have sufficient
knowledge and experiences of this matter (Sandås, 2011).
Perspectives and innovation are
explored. The power of positive example is deliberated as the opportunity to deal with the
challenges. In this case, learning environments must be sustainable as well both in use of
energy and materials and learning organisation structures (Grandin, 2011). Partnerships of
pupils and teachers that give advantages to society can offer positive contributions to
sustainable development (Sandås, 2011).
The conducted projects of Ireland and Denmark offer another possibility of meeting the
challenges. The project intended neither to find the deficit of practice nor the fixed rules of
implementing ESD (Mandes, 2011) . Rather, it was exploring the various techniques of doing
ESD at schools and supporting teacher’s development in teaching ESD. Mandes (2011) finds
that giving pictures to teachers have enhanced teachers’ understanding of ESD. Moreover, the
dilemma that might appear in structured and ready to use materials create the possibility of
less- effective in developing children and school’s competences (Sandås, 2011).
19
Chapter 3
Methods
Method is defined as a technique to collect and analyse data (Grbich, 2007). This research
uses a qualitative method which allows the researcher to study human interactions involving
their complexity and diversity (Roberts-Holmes, 2011). It also opens to different ways of
seeing the world (Krueger, 1998). Ethnography is chosen for the research approach as it
explores the culture of early childhood education in Norwegian context. The way of the
collected the data will be analysed uses interpretative approach paradigm. Sampling and
setting of the research will also be covered in this chapter.
3.1
Qualitative study
Qualitative research in any academic disciplines constitutes the study of human behaviour
(Gall, et al., 2007). It is a study of a phenomenon or research topic in context (Hays & Singh,
2011, p. 4). Robert-Holmes (2011) notes qualitative research is based on the belief social
world constructions. Qualitative research also enables the researcher to understand the
people’s words, actions and records in depth (Hatch, 1995). Hays & Singh (2011) emphasises
that “qualitative researchers are interested in the “who, when, where, why and how” of a
phenomenon” (p.8). Qualitative research tends to cover the complex problems of professional
practice that may be interpreted differently in different situations. It is a journey that stresses
on a process rather than on the product and reflexive based on the context (Hays & Singh,
2011). This has been influenced by the postmodern approach to inquiry (Gall, et al., 2007).
Rhedding-Jones (2005) explains post modernists believe that new things matter. Qualitative
researchers listen to individuals’ accounts of a phenomenon, engaging actively and integrating
new perspectives, understanding participants, the context, phenomenon, or all three (Hays &
Singh, 2011, p. 4). In qualitative research, the social phenomena that impact the teachers and
children may also be discovered (Rhedding-Jones, 2005). It involves natural inquiry focusing
on discovery-oriented approach in which the researchers are open to on-going change as it
happens within a setting (Hays & Singh, 2011, p. 6). For the purpose of doing qualitative
study, interview, analysis documents and observation are the general instruments to be used
20
(Gall, et al., 2007). Qualitative researchers immerse themselves in a fieldwork, prolonged
engagement, qualitative interviewing and participant observation (Hays & Singh, 2011).
3.2
Ethnography
In doing qualitative research, it is common to utilize some of research traditions such as
ethnography (Gall, et al., 2007). According to Denscombe (2007), ethnography relates to a
description of people or culture. Gall, et al,. (2007) emphasises that ethnographers focus on
the real-settings that reveal cultural pattern. The main issues of the people’s problems and
connect them to the previous experiences and the current practices are principal of
ethnography study (May, 2002). Thus, ethnographic researcher attempts to develop
understanding
how
society
works
with
its
environments
(Bell,
2010).
This interest was motivated by a need to classify human diversity across the world (Hays &
Singh, 2011, p. 17).
The purpose of this study explores the practitioners’ perceptions of children participation in
dealing with education for sustainable development in early years programmes in Norwegian
early childhood education and care when the children and teachers are doing outdoor
activities. Therefore, micro-ethnography approach is considered to be the most suitable
approach for this research project.
In this approach, the researcher can use either traditional classical ethnographic approach or
newer ethnographic approach (Grbich, 2007). Grbich (2007) notes traditional ethnography
has its origin from anthropology and follows a set of characteristics such as the techniques of
creating taxonomies, typologies, domain analysis, event analysis and social networks analysis.
The preschool ethnography constitutes the set of informing analysis to understand children’
lives (Ferie et.al, 1995). Ethnographers predominantly use the full range of qualitative data
collection techniques (Gall, et al., 2007). Observations, interview and analysis of the existing
documentations are common to collect the data (Descombe, 2007).
3.3
Interpretative approach
Interview, observation, video recordings and an archive of document tend to be used in
ethnographic study that applies interpretative approach (Rhedding-Jones, 2005). Based on the
21
evidence of early childhood research, interpretative approach is evident in giving a significant
improvement of research on children (Rhedding-Jones, 2005).
3.4
Sampling
The study conduct was conducted in two Norwegian kindergartens in Oslo. According to
Robert-Holmes (2011), qualitative early childhood researchers are likely to use purposive
sampling and so does this study. The intention in purposive sampling is to select participants
for the amount of details they can provide about a phenomenon and not simply selecting
participants to meet a certain sample size. Thus, the samples should be the teachers who meet
certain qualities to be chosen for the study (Gall, et al., 2007).
The participants of the study are three main teachers from two different kindergartens.
Practitioners from a nature kindergarten and an environment-friendly kindergarten “miljø
barnehage” are selected. The purpose of choosing different types kindergarten is to find out
similarities and differences in addressing environmental issues to children. Initially, I planned
to do observations in English kindergarten to minimise the language barriers that might occur.
I contacted some English kindergartens and sent email mentioning the aim of my research. I
did not get the response from them in relation to get permission of conducting research and
interviewing the practitioners. I consulted the possibility of doing research in English
kindergartens to my supervisor. It was suggested that it was far much better to conduct
research in public Norwegian kindergartens as they are using the Norwegian curriculum and
more likely value outdoors play and learning.
The chosen samples are based on the experiences and qualification of the teachers themselves.
In this study, all teachers have early childhood education degrees and have extensive
experiences in the early years settings. All of practitioners have outdoor activities with their
children integrating to their pedagogy practices.
Before going to the field, I applied to get permission for conducting research in Norway to
Norwegian Research Committee. I was assisted by my supervisor particularly in filling the
form as it is written in Norwegian. I also asked permission to the chosen practitioners to
conduct research by doing contact through emails and text messages and informed them I
have gotten the permission from Norwegian Research Committee. The project number given
was 29313. Moreover, informed consent in written form describing the purposes of the study,
proposed time table of observation and the agreed time of visits is based on the teachers’
22
schedule is sent before the study began. It took times to get response from the chosen samples
to start the field work due to the busy schedule and other administration stuffs that need to be
managed. The three teachers who were interviewed are the pedagogue leaders who have
responsibility to work with children from age three to age six.
3.5
The Collection of data
3.5.1 Observation (participant observation)
If the researcher wants to find out the children’s activities in the playground or describe
children and adults in the situation of everyday life, observational methods are powerful tools
(Pellegrini, 1996). Observation enables researchers to formulate the happening event and then
check to the participants (Gall, et al., 2007). Descombe (2007) describes observation as
follows:
“Observation offers the social researcher a distinct way of collecting data. It does
not rely on what people say they do, or what they say what they think. It is more
direct than that. Instead, it draws on the direct evidence of the eye to witness
events first hand. It is based on the premise that, for certain purposes, it is best to
observe what actually happens” (p.206).
Thus, it will allow the researcher to see the real actions of the children and how do
practitioners interact with them in real settings of early years programmes (Roberts-Holmes,
2011). Direct observation also provides the researcher the real occurrence of how teachers and
children behave in certain circumstances. Observation help the researchers confirm their
validity of finding from interview (Gall, et al., 2007). To answer my research questions, I
think observation is the best suited tool particularly knowing the implementation of education
for sustainable development in early childhood settings. It enables me to see the first-hand
experience. It gives the authentic images of environmental education issues in practice.
Participant observation is central in ethnographic study (Wolcott, 2009). Descombe (2007)
explains participant observation to describe the processes of events being investigated. This
theory is supported by Hays and Singh (2011) mentioning that participant observation and
field work are very necessary to gain information in certain of group communities.
Before the observation was conducted, I did pre observation to get myself familiar with the
settings. Observations of children and teacher’s interactions were held within one month in
two kindergartens – main stream kindergarten and nature or forest kindergarten. The purpose
of doing observations in different preschools is to seek whether the types of preschool’ culture
23
influence the practitioners’ view of outdoor play to encompass education for sustainable
development. Field notes were used during the observation and journal to allow to reflect for
what I had observed.
3.5.2 Interview
If the research study intends to gain insights of people’s feeling, opinion and the experiences,
interview is consider to be most suitable tool to get attuned to the complexity of the subject
matter (Denscombe, 2007).
To gather teachers’ views of education for sustainable
development in the kindergarten, I chose interview.
Semi-structure Interviews
Semi-structured interviews are conducted with early childhood education and care
practitioners which aim is to get perceptions and reflections on children’s children
participation to be aware of environment issues in a way of creating education for sustainable
development in kindergarten. The interviews will be semi structured to allow the informants
to elaborate and explore their answers (Hays & Singh, 2011). Hence, it gives opportunities for
the interviewee to add the information which they think is necessary to inform. Thus, it
enables to enrich the data given.
List of questions is provided so that the practitioners will know prior to the interview
conducted but is prepared to be flexible; to let practitioners speak extensively on the issues
raised (Denscombe, 2007).
3.6
Time of the research
The observations and interviews were conducted in mid of April until mid of May 2012. Prior
to observations, pre-observation was conducted in each kindergarten.
3.7
Ethical considerations
According to Blaxter, Hughes and Tight (2010), with the research designs using qualitative
method of data collection, it is generally used ethical issues. Researching human subjects
involves some basic principles such as informed consent, confidentiality (Hays & Singh,
2011).
Before conducting this research, I presented the paper to the consortium proposing the topic
and the setting for the field work. The ethical clearance of doing the study of children and
24
practitioners’ in early childhood education programmes varies from one country to another.
Since I was interested to do my research observation in Norway, there were some
administration procedures that I have to follow.
3.7.1 Researching children
The procedures in relation to researching children described as follow:
•
Before conducting the research, the research proposal was submitted to the supervisor
to ensure the clarity of the study and be approved.
•
I asked permission to Norwegian Research Committee known as Norsk
Samfunnsvittenskapelig datatjeneste AS (NSD) to be able to do research in Oslo. I was
granted permission in February 2012.
3.7.2 Interviewing adults
•
After getting the permission letter, I consulted the possible kindergartens to be visited
and the teachers to be interviewed.
•
Some teachers were contacted to seek for permission of doing research in the
kindergartens. The chosen kindergartens were ensured that they use Norwegian kindergarten
curriculum in their preschools and outdoors activities are integrated into their teaching and
learning practice. The process of choosing the samples were contacted by emails, text
messages and direct visits to schools
•
I mentioned the purpose of my thesis’ topic and would like to observe the children and
took their pictures or record them when they were doing outdoor play. For that reason, letter
was sent to parents to enable recording children’s exploration of nature and outdoor
environments.
•
The interview questions were given to the informants prior to the real interview so that
the teachers could have a chance to comprehend and ask for clarifications if there are some
hesitations or enquires.
•
The confidentiality of children’s identities and other private matters of the schools or
institutions will be kept.
25
3.8
Reflections and challenges of doing the research
I found some challenges of doing this research. One of them is my position as researcher
should be able to keep distant with the children and as a participant in their activities. I was a
practitioner before and it was hard not to be mingled with the children. It naturally happened
to interact and assist them. However, to be more objective and observe intensely, I had to be
more firm not too close with them. In the first pre observation, some children were
approaching me and asking some questions and also asking for assistances. Perhaps, they
were wondering for my visit and why I was there. My presence was catching their intention as
well due to the language spoken. They asked me in Norwegian and I responded mostly in
English but at the same time they helped me to improve my Norwegian language ability. It
was also an interesting phenomenon for me.
Other unexpected situation that I dealt with was the weather. It was raining and we had a trip
to nearest playground from the kindergarten but it was not in the kindergarten’s playground. I
felt cold during my pre observation due to improper clothes and hampered me to take note
intensively because my small notebook was wet and could not write well as I was freezing. It
gave me a lesson that I should wear proper ones for my next observations. This event made
me thinking that this clothing issue could be the problem for the children too if they were not
equipped with the right outdoor clothes. It would limit them to enjoy outdoor activities
especially when it was raining and the temperature dropped low.
During the observations, I notice that the majority of the children were happy of doing
outdoor activities and they were strong during the trip. I found myself felt exhausted every
time I had followed the children and the teachers went for a trip. It proves me that outdoor
play and learning activities have given an advantage to children’s physical development as
they get used to doing this in the kindergarten’s routines.
Doing this research has also given me some benefits. I have rich experiences of learning from
the observations, interviews and interactions with the kindergarten community. I have gained
some insights on variety of ways in implementing ESD in practice. I think I fit with the
qualitative research and the attributes apply allow me to do those activities mentioned
previously. It has also enriched my horizon about the issue of ESD in ECEC settings. For the
first few months of doing research, I experienced the hesitation and frustration of doing this.
After a while, I found it fascinating. If I have a chance to do this similar topic of research, I
26
would love to do it again. There is a possibility that my future interest would be focus on the
children’s perspective or other important pillars in economic matter of social issue.
27
Chapter 4
Finding and Discussion
4.1
Finding
Educators
This chapter describes the experience of each practitioner in dealing with the issue of
education of sustainable development in early childhood education and care. The gathered
data were collected though observations and semi-structured interview as well as informal
conversation with the pedagogue leaders (the main classroom teachers). The description will
cover my personal expression of meeting and interviewing them as well observing their
outdoor activities.
4.1.1 Practitioner 1
Practitioner 1 has been working in kindergarten setting for ten years. Practitioner 1 started to
work as an assistant teacher and shifted to be a pedagogue leader after gaining his bachelor
education in early childhood education and care programme. He has teaching experiences
both in public and private kindergarten in Norway. Currently, he is working in a government
–funded kindergarten.
Before meeting him in a person, I got an impression that he was an opened person. Prior to
the observation, I sent an email to him conveying my study’s topic and asking for a
permission to interview him and doing observation in his kindergarten. He responded with a
warm response and welcomed me to visit his kindergarten and suggested some dates to come.
He mentioned that my purpose of doing observation is very relevant with the mission and
vision of the place he worked at. It is called “miljø barnehage” or could be translated as
environment-friendly kindergarten.
The first meeting, he welcomed and introduced me to group of children whom he worked
with. He then explained the activity that they would at that day. He said that the outdoor
activity of going into the forest or larger playground was generally done once in a week and it
was every Wednesday. The decision of going to the forest and what time of going out greatly
28
depended on the weather, the number of the available of the teachers and the conditions of the
children.
From the observation conducted, the teacher usually told the children about the plan about the
outdoor activity that they would do at that day. For example, the focus of going into the forest
was to allow the children to learn about some plants that children did not see in the previous
trip. From the gestured, body language and tone of voice, he possessed his enthusiasm when
talking to the children about the tour although I could not understand Norwegian very well.
He gave times for the children to ask questions before the event was started. He ensured that
the number of the children of that day, how many were present and absent. After that, the
children were also given some times to change their clothes. They have certain types of
equipment that they need to wear and bring for outdoor activities.
Practitioner 1 explained that outdoor activity in this case going for a field trip was a part of his
pedagogical teaching routines. He added that outdoor activity was written in a Norwegian
Kindergarten curriculum. However, the way it was implemented hanged on the teachers and
the kindergarten themselves. They have freedom to adjust and plan it. Nevertheless, guidance
and safety regulation are stated in the policy given by the municipality or the local
government.
He shared his first of experiences of doing outdoor activities when the first time he taught
children in Norwegian kindergarten. He was severely nervous because he took the children
out and harmful accidents might happen to the children such as when they had to cross the
road. Another anxiety was children might get lost because they enjoyed playing and far the
sight of him. He added, the children liked to run somewhere and played hide and seek that
caused them to be separated from the teachers and other children in the group. When asked
how he dealt with it, he said that his former teaching partners had encouraged him to calm
down and take it steadily and think that this outdoor field trip was fun and safe. Along the
time, he got used to it and felt that this outdoor trip was manageable.
He further mentioned that through experiences, training and education, he realized that
outdoor activities such as going to the forest or other related outdoor events have benefits for
him and for children especially young children. He agreed that children should have an
opportunity to be exposed to the nature so that children know their environment and the world
surrounding them.
29
In relation to education for sustainable development, the teacher thinks that it is very
important to address this issue in the early years programmes. He believed that children are
developing their habits for good and bad ones since they are very young. Therefore, if the
children are expected to have good behaviours or attitudes, it is better to be encouraged when
they are in the early years. It is also the same when it comes to sustainable development.
Children need to be introduced to this issue so that they understand and have idea how to deal
with it. One of the ways of dealing with the sustainability is through introducing and bringing
the children to the nature. According to him, if the children are closed to the nature when they
are young, they could have a good perspective of that. Moreover, he viewed that education for
sustainable development is a holistic issue. It is not merely of the problem of environment but
it is a holistic one. Although, he noticed that ESD is a complex issue, it can be introduced to
children in a simple ways. In addition, he gave an understanding of the ESD concept that was
drawn from the reality of children’s life. Some of his children come from the immigrant
family who are from bilingual speakers’ community or have relatives that live outside of
Norway, such as those who live in USA or in Asia. He gave an explanation that although the
children live far from those family, they still could connect and communicate through
internet. This case illustrate the concept of connectedness of each other so does the concept of
education for sustainable development.
Another initiative that he did to introduce the concept of interconnectivity was though
watching the video of the journey of a whale that was stranded in the middle of nowhere. He
emphasised that animals, human and other habitats are related. Through watching that
incident, children learnt about animals in the sea that had to travel long distance. Children
could witness the struggle of whales of traveling from the cold sea to the warmer one and
their battled of surviving, for example how hard for the whale to give birth because of the
difficulty of finding the right place. The sea is polluted or the shore is no longer clean.
He also shared his working project of dealing the issue of education of sustainable
development to his children through getting them for a field trip. During this out door learning
action, children could see the lives of the ducks in certain seasons. He proposed to introduce
to the children that in each season such winter and summer, certain animals have their way of
life. He stressed that this outdoor learning enabled the children to see the real images of some
birds that they had seen in pictures of the books and poster displayed at the kindergarten.
Children witnessed the birds closer and drew them through direct observation. They could see
their eyes, feathers, feet and other physical appearances more vividly and authentically. The
30
drawing books were provided by the kindergarten and the children brought them when they
were there so that the children could draw directly from the direct observation. Children
understood that some birds were still there and some were away. Thus children knew that
birds depend on the weathers seasons or climate. From these phenomena, he said that teacher
could facilitate the children curiosity of the phenomena by giving them the knowledge and
understanding of interconnectivity. Also, he emphasised the importance of taking care of
them and what the people could do to help. For example, when winter, the children could feed
the ducks and birds so that those animals could still live in the cold weather. It is hard for
those animals to get their own when in winter time because the plants were not growing.
He underlined that introducing education for sustainable development’s concept to child
brought advantages especially dealing with environmental issues in which it was categories as
one of the important pillars of education for sustainable development. Learning and education
are very important for children’s present and future’s live. He described that he facilitated the
children’s learning through watching video, seeing pictures, and the like. He however
highlighted that the children need to get closer contact with the nature. Being in nature,
children could pick up berries and flowers, hear and watch the birds and many positive
experiences.
To get children acquainted with the nature, P1 had outdoor activities and some projects were
also done. The activity varied from season to season. In winter, children usually went to the
forest that enabled them to see the foot print of moose. Thus, children knew that there were
certain animals that live in that area. The episode of learning the animals could be seen from
the teacher’s statements:
” For example, we can see poo from the elk, and other animals, we watched it and
we were trying to find out which animals have been here.” This indicated that
some animals were here and it is interesting for the children. This makes the
children want to find out whether it was chipmunk or other animals. In the winter
they can see some foot prints of the animals from the snow on the ground. From
that, they could know about animals and living things. Children could not see
these animals because they were hiding or going somewhere and there was not
any foot prints in another season. From this, they understand that humans need to
take care of the forest, and the animals still can live there. The children were also
very curious about different types of poo they saw especially the size and the
colours. This is very interesting for the children”.
31
Going to the hilly parts of the playground was also another way of letting the children out and
had fun at the same time. Children could do sliding and skiing. These experiences gave the
excitement for the children.
In summer, children could see the river banks and touched and played the water while at the
same time, they also could pick up the garbage. However, prior doing this, the teacher
checked the river’s condition was not that dirty and water was not too cold either before he
and his children went there. This was to ensure that children did not get the bad impression of
having outdoor activities. If children have good experience of being outdoors, their positive
perspective of that kind of activity could be built. Accordingly, their sense of responsibility of
preserving the nature is possibly to enhance.
During the spring, the time I did observation, children went to forest and witnessed the variety
of plants and they learnt different species. Children noticed that those plants did not grow all
year long. One of the child said “we went trip to this place last time, I did not see these
flowers and now they are. “ The flowers they saw were similar with pictures that the teacher
had shown before the trip was begun. This direct observation could give evidence to children
for what they learned in the class. After that, Children picked up some flowers but asked
permission to the teacher whether they were allowed to do that. The teacher gave the
permission of doing that however some flowers could not touched as they were poisonous.
This phenomenon aroused children’s curiosity. One of the children asked if the flowers were
harmful and we could step down. The teacher explained that they could not do that because
those plants were living creatures that were needed to be respected. In addition, the children
also had opportunity to see and hear the birds’ singing. From the observation, it was obvious
that children had inquiry about the birds and enjoyed watching them. Teacher said that the
birds came back again because now the air and temperature were cooler.
In every May, there is an environment activity so called “Rusken”. This activity is generally
conducted to commemorate the “Norwegian Constitution Day”. All education institutions
participate by collecting garbage for the surroundings to make the environment clean. The
teacher and his children involved with this event without exception. In this activity, children
were told that they would collect the garbage in the area of kindergarten and the forest that
was visited previously when I did in the first observation. The teacher described types of
garbage that the children might collect such as dry garbage (paper, cartoon, tissue and other
things that would not harm the children’s safety). The reason of picking certain of garbage
32
was also to minimise the risks of finding dangerous stuffs such as needle. After getting
explanation of that day tour activity, each two children had one plastic bag and gloves. They
worked in pairs. Children seemed enthusiastic during the episode of the trip.
Although the teacher acknowledged the necessity of having outdoor activities particularly
going to the nature to support children learning, the challenges and dilemmas appeared. He
described the challenges and the dilemmas as followed:
“The challenges could be the weather. Sometimes it can be the equipment, the
clothes of children. But for some point we have to start to try and be consequent.
And the children, it is hard at the first place but we get started and we get used to
it and at the end they like it. For the dilemmas, it can be convenient, but we have
to be positive about it. For the risks, we have to explore, and the adults to take
care of them. If there are some dangerous places, we as adults explain to children
that they cannot go to certain places because it is too high or too dangerous for
children and not too far from the area. We have to be careful.”
The challenges and the dilemmas, we have different kinds of parents. They who were born in
Norway, they know and notice about this. They have grown up with it. They have been to the
cabin, trip to the forest, so they are very positive about this. But the people who are not grown
up in Norway, it takes some time to make understand that this is normal in this culture, this is
normal in the kindergarten, and we do it, anyways. It is positive for the children. So, I talked
to them because some parents grew up in the place where it was very dangerous to go out. For
example, in Sri langka or India, going in the forest, it means dangerous. You are not allowed
to go the forest because there are tigers and wild animals that can kill you. So for them going
to the forest is a negative thing. But here in Norway, we have to explain, this is what we do in
the forest. And this is not dangerous. And even the snakes, they are not poisonous. If you are
bitten, it is not as dangerous as you like what you can think of other snakes, like cobra. They
are very small and they are very difficult and they are very far from the areas that we used to
be. We explain to parents about the activity that we are going to do in the forest and what we
need for it and what the children usually need for the tour. Explain we are going to do.
Sometimes, we just watch and are only in the nature, to play in the nature; sometime we do
grill, and have good time. Yeah there are some activities. Sometimes, we just pick up some
berries, and children love it. We try to make something in each season. For example, in the
winter, we can see the foot prints of the animals because it is very easy to see in the snow, in
the spring like now, we go out, pick up some flowers and watch new birds, and in the
summer, it’s time for berries. We try to do something interesting for them in each period.
33
4.1.2 Practitioner 2
Practitioner B was still fairly new working in the kindergarten when the time of observation
and interview was conducted. However, she has some years of working in early year’s
settings previously. Although she was new, she could mingle with the children well. It is
obviously seen from the way she was interacting with them. She demonstrated when she was
joining the children doing climbing and hiking in the forest. She expressed her preferences of
outdoor activities. She believed that outdoor activities offered many positive things for the
children in term of physical development and sense of relationship with the nature.
Preserving the nature and protecting the environment is important for children to understand
for endorsing sustainable development. She viewed that children should get to know this issue
since they are young. Teacher B conveyed that the complexity of this issue should be a barrier
of not introducing it to children. She stressed that it is very possible to deliver the complex
matter to children regardless their ages in a simple way. She noted that it is better for children
to be introduced when they are in preschool so that the knowledge will be easier to be
constructed in their later education.
Further, she described some positive aspects of addressing the environmental education to the
children. They may influence their parents and family so that all those could be influenced to
have the same thoughts.
Although her teaching in that kindergarten was fairly new, she managed to have project to
endorse ESD when she and her children went to the nature place. She and her children went
for hiking and stopped in one large area. The children had time to play and walk around the
forest, did risky plays and other outdoor activities. From the informal conversation during the
trip, she said that she had a positive thought of children´s outdoor times. From what she
observed and experienced, children who are spending times more in outdoors, their do not
have behaviour problems in the class.
There was a time when children and teacher 2 sat together. During this time, the teacher 2 had
a chance to introduce the waste management. Teacher put different categories of cartoon
papers on the ground. Each cartoon paper was written different types of trash and the colour
of plastic. She also brought some samples of each type. The demonstration of the classifying
of the garbage was performed. The trash collection was dived into five groups namely trash
for food, paper, metal and glass, plastic, and the rest was for garbage that was not put into
34
those for categories. Children listened to the explanation and watched the demonstration
attentively. Questions were aroused why the garbage should be grouped differently. Teacher 2
answered it passionately and explained where that garbage could go and what we could do to
the garbage. Some garbage could be recycled and some could not. Some could be used to
make compost which is very useful for planting. Some could be produced for converting them
into energy of electricity or gas. After that acitivty, the children had meals together. They
collected the garbage they had and put into the categories that were provided. Hence children
got a direct experience of doing something they had just learnt.
She affirmed that several ways of dealing with the issues of education for sustainable
development can be adopted. For example the project that she has done is planting the seed in
the spring time. This activity has lots of advantages for children’s learning and developments.
She said that children know the knowledge of plants. In addition, children also learn the
growth of plants and their functions to sustainability. Through this kind of activity, she
asserted that children also learn that season has changed. The climate and seasonal changes
show how the world work and children need to know that as they are also the member
community of the earth.
She believed that children will retain their knowledge in their memory and be able to apply it
in the real practice in the future, if they are encouraged to do with hand on experience when
they are a child. Positive aspects can be that the children will think about the environment
and influence the nearest community of them such as family. The effect is that the family can
be contagious for being aware of it. For example to recycle garbage, use less private car and
take care of the animals. It’s also positive that they start to think about the generations that
come after us and learn to have a compassionate sight to other people. Despite the positive
impacts brought of introducing the concept to children, she assumed that negative aspects can
be that the children can be afraid. Children are worried of their future’ lives.
4.1.3 Practitioner 3
Practitioner 3 has been teaching in nature kindergarten for several years. When asked about
her view of nature and outdoor activity, she was enthusiastic telling about it. She said that her
childhood images could be described as very close to nature. Her family has a great influence
in giving room for her to get contact with nature. She told her childhood images being closed
with the forest and other nature arenas vividly. She mentioned that she used to have camping
35
and her family had their own cabin. Being injured or hurt did not prevent her to be outdoors.
By being outdoors, she could breathe fresh air. It is good for the blood circulation and brain.
When asked about the concept of education for sustainable development, she responded that
she is not that familiar with the issue. However, when given some illustrations and probing
questions, she highlighted that children need to be encouraged to preserve the earth as this is
the place when we and they live in present and future. Children as future generations should
know the recourses and the problems of earth so that they know how to deal with them and
they could properly live in this globe in the future.
She further described that the earth changes is a natural phenomenon. It is something that is
unavoidable. However, the shift comes faster could be caused by the human action. For
example, the past, people did not use aeroplane for traveling which were more friendly
environments action. Nowadays, people use transport and the number of cars and other means
of vehicles are too many that create bad pollution. The produced carbon dioxide by those
vehicles has bad impacts to our ozone. If this is the case, it will harm the earth and its living
population. For that reasons, human should aware of their actions and so should the children.
Children as the future generations should be given the knowledge and understanding to live
harmoniously with the nature. The living things in the nature such as tree, flowers and other
organisms have positive contributions for the benefits of the human themselves and animals,
she mentioned. Therefore, children are encouraged to know it and have connections with the
nature so that they protect and preserve it.
She said that to build a good relationship with the nature and environment, children need to be
brought there. It is not something that can be solely taught without having direct experiences.
Through doing outdoors activities and be in the nature, children will be able to witness the
variety of plants and animals even the every small ones such as ants. They could learn their
habitats and their connections to other living things and to see how they work. Children can
learn about life cycle and food chain. For example, they can see the ants or other insects eat of
the layers of barks. This episode is really interesting for the children. It is very important to
find something interesting to engage them into the learning.
Learning variety of plants could be catered through going to the forest. For example, children
learn about the types of mushroom. In the classroom she apparently showed them the pictures
36
and then they explored in the forest. Children had first-hand experience of learning. Some
projects have ever been conducted, for example gardening.
Talking about the challenges that she thought that the way we communicate really matter to
give understanding to children. The topic of sustainable development is not easy but it is also
important. Therefore, our communication should be taken carefully so that the children will
not be scared with that.
A challenge of being outdoors is the safety issue. For the clothes, the children do not have
problems as most of them are Norwegian and their parents already know what the children
have to wear in any weathers. But there is one child whose mother is not Norwegian but
father is Norwegian. She sometimes worries of her child to join tour to the forest or nature
area. Along the time, she does not worry again. In addition, there are certain rules that have
to be followed if the children and the teachers want to do outdoors tours such as number of
children and adults as well as its ratio allowed and the emergency calls. The rules have been
set by the government and the Oslo municipality. For instance, every time they have tour to
the forest such as to Sognvann, the children are not allowed to play hide and seek because
they might be lost. If they find a new place to hide and they like it and stay longer, they will
be too interested and they forgot their group. So children have to follow the rules in this case.
Teachers also inform the parents for the schedule of going for the field trips. Teachers have to
prepare for the medicine kits and other safety equipment. Along the time, the children are
getting used to play do activity near with adults. Therefore, the children’s risk of being lost or
injuries could be minimized. Thus, parents can put trust to teachers of taking the children
outdoors.
37
4.2
Discussion
This study constitutes the perceptions of kindergarten teachers in relation to environmental
issues through outdoor learning activities in order to promote the education for sustainable
development in the early childhood education and care settings. It is believed that the way
educators or practitioners perceive the concepts will have impacts to the approaches of
theoretical and practical levels.
4.2.1 Norwegian Kindergarten context
General contextual background
Kindergarten is the meeting place for children coming from different family backgrounds and
the educators work for the best interest of each child. In Norway, early childhood education
and care institutions are called “barnehager” translated exactly the same as kindergarten (Bae,
2010). In Norwegian early childhood education and care context, the kindergarten activities
are nationally governed by “The Kindergarten Act 2005” and the content and the purpose of
the national curriculum are written in the document called “Framework Plan for the Content
and Tasks of Kindergartens” (Ministry of Education, 2012). This is the general outlines of
how the education principles should be in Norwegian kindergarten settings. Each kindergarten
must do annual planning covering main areas that are accordance with the national guidelines
(Bae, 2010).
Based on the Norwegian framework plan for the content and task of kindergartens, the
purpose of the framework is to give the guidelines for the head teachers, pedagogue leaders
and other staffs to plan, implement and assess kindergarten pedagogical activities. It also
emphasises the necessity of involving parents to get insight the education activities done by
both the children and the teachers. Other important thing underlined in the framework is the
integration of play, care and learning. Norway has similar perception with other Nordic
countries in a way of seeing play in kindergarten to stimulate children’s learning and
development (Thoresen, 2007). Play is integrated as a pedagogic approach. If we see it from
children’s perspective, most children like to play. Therefore, child-centre is the core of
learning.
The mission of the kindergarten as written in the framework highlights that we as the human
beings must understand the importance of taking care of nature and preserving culture,
promoting gender equality, encouraging of having healthy life and responsible citizens. It is
38
clear that the understanding of sustainable development should be imparted in all aspect of
life including at early stage like in the kindergarten.
In the Norwegian kindergarten context, certain requirements apply for the adults who work
with young children in the kindergarten institutions. Children must be assisted by a
professional with BA qualification in early childhood education and two kindergarten
assistants (Bae, 2010). The roles of the kindergarten staffs are to ensure the fundamental
values are obeyed in practice and reflections of values and actions are positioned in their
routines of pedagogical discussions (The Framework Plan for the Content and Tasks of the
Kindergartens, 2011).
Based on the framework of the curriculum, it is clear that kindergarten and its community
including children, practitioner and all parties involved has the duty that pedagogical
activities should endorse education for sustainable development. To meet the aim, the
perceptions of the kindergarten and its community and the implementations become necessary
to find out.
The next sub chapter will describe and discuss one of the kindergarten’s
communities which in this case, practitioners’ points of view will be described.
4.2.2 Teachers’ views, knowledge and values
The intention of my study is based on the belief that teachers hold important role in children’s
education and development. They are stakeholders that are the closest and most often seen
adults by the children in the kindergarten. Teachers’ views, knowledge and values influence
their teaching practices. Thus, it is essential to discover the practitioners’ view and knowledge
in encompassing education for sustainable development in their pedagogical activities with
children.
4.2.2.1
Views and knowledge
This part describes the teachers’ opinion about introducing the education for sustainable
development in the early year’s programmes. In the framework plan, it is clearly mentioned
that the practitioners of the kindergarten should have a capability of learning to face
challenges and assist children’s learning processes. Iram-Siraj (2009) in the OMEP
(Organisation Mondiale Pour l’Education Prescholaire) conference emphasises that
the
concept of sustainability should be addressed by educators in early childhood education and
care settings. Therefore, the roles of the teachers become critical in the development of
children for their present moments and their future life. The participants of the research also
39
agree with the importance of the issue to be addressed to young children in the kindergarten.
The participants acknowledge that sustainable development requires conscious thinking from
all education parties both preschool staffs and children. Scott (2002) directed that in order to
reveal eloquent and essential experiences the critical analyses of the practice by the
practitioners in endorsing sustainable development in education setting requires to be done.
Referring to that, this following discussion will explore the practitioners’ views of the issues
and their implementations.
Although the notion of education for sustainable development has been provoked since years
ago, the terminology is considered to be unfamiliar among some practitioners. Only one
practitioner responded to the questions I delivered without being probed. With regards to
knowledge of ESD, P1 conveyed that it involved protecting the environment, having respect
for other people from different countries and background and as well as caring for people who
are in a great need. P2 mentioned that recycling, composting and gardening are ways to
address this issue to the community including the children. P3 stated that she did not fully
understand with the term. However after being explained, she further described that pollution,
saving energy, ecology and other environmental issues are evidently big problems faced by
the society nowadays. They confirmed that switching off the light when it is not used is the
real action that can be done by the children and teachers in the classroom. Waste management
was practiced in everyday life of the kindergarten such as there are several types of trash bin
with signs and picture that enable to be recognised by the children. P1 explained that he and
his children washed the yogurt plastic package so that the plastic could be put in the same
category and it would not smell. In my opinion, they clearly show that they understand the
issue of the important pillars of ESD particularly in environmental education awareness and
have the same common understanding, although they were not acquainted with the English
words of ESD. Moreover, the essential entity that the practitioners think is that education for
sustainable development is a holistic matter that involves the problem of environment, the
relationship between human and other living creatures in the nature as well as human and
other fellows and the earth.
Teachers view that the concept is about protecting the earth as we only have one world so
environmental issue is connected. It relates to the climate change, global warming, pollution
and other environmental problems. Our choices and actions can make a difference. The
interviewed practitioners believe that children will develop their habits through the series of
actions learnt when they are very young as children are absorbers of good and bad behaviours.
40
They observe and copy the actions that they have watched. Apparently, children are easy to be
influenced. Knowing that, it is significant that teachers play a role in relation to those matters.
Learning processes happen in varied ways through both indoors and outdoors. Teachers agree
that outdoor play and learning activities may enhance children’s understanding of ESD.
Practitioners believe that going to the natural arenas is a positive learning process that makes
the children curious about their natural surroundings. They view that if the children are close
to the nature when they are young, they will have a good perspective of nature. Through these
natural activities, it is expected that children develop their environmental awareness and sense
of belonging as well as responsibility.
The most common perception among the practitioner towards ESD in the kindergarten is that
this is a complex and an abstract concept. As reported by one practitioner: “I think it is very
important to introduce in the early ages although it is a complex issue“. It is apparently
challenging and requires efforts from the practitioners to enrich children’s understanding and
engage them with the learning. Despite realizing its complexity, practitioners view that early
childhood education and care should impose pedagogical activities that promote education for
sustainability for a sustainable future. For instance, the practitioners use the globe to explain
the earth and the concept of interconnectedness. Through using that teaching technique and
aid, children see the images of the existence of the planet we inhabit. One practitioner
reported that internet can be an effective tool to give children’s comprehension of the concept.
Internet is a good example as that is close to the reality of the children. Some of the children
come from mix culture family or bilingual family and some have relatives who live outside of
Norway. The ways they communicate with others through electronic means show that human
are connected.
It is evident that in order to apply the actions, teachers need to have sufficient knowledge of
education activities that promote sustainability and those that are against it. Therefore,
seeking for knowledge, share and exchanges successful practices among the practitioners
themselves are fundamental. They also mentioned that their understanding of environmental
issues and its connection to other issues such as social, cultural and economic matters were
gained when they were still doing their bachelor degree. It implies that higher education of
teacher education play central roles education for sustainability.
41
4.2.2.2 Values
Education for sustainable development aims to direct the education that prepares the students
to achieve the need of present life without sacrificing the need of the future generation for a
sustainable future (OMEP, 2011). It involves interdisciplinary, multidisciplinary, and super
disciplinary where values, attitudes, ethics and actions are important elements (Davis, 1998).
According to UNECE (year), beliefs and values of teachers influence their competences of
promoting education for sustainable development. From the comments of the participants in
this study, all agree that introducing education for sustainability is not simply putting the
knowledge into practice but also developing fundamental values.
Respect and caring
UNESCO (2007) highlights values which respect as the main core as an important element of
education for sustainable development. It involves developing respect for others, for
environment and for the natural resources of the planet where we live in. Through education
including preschool community, children can learn about themselves and the connection to
the wider society and enhancing understanding towards other.
Hagser (2006) points out the outdoor natural play can be considered as a part of promoting a
sustainable development. In one of the episodes of the observation I conducted, children and
practitioners went for a trip to nearest forest from their kindergarten. There is a scene in
which one of the children asked the teacher whether he could step on the plant as he just knew
that the plant was poisonous. The teacher responded that he could not do so as plant is a living
thing that we all should respect. It is clearly seen that teacher imposes the value of respect
toward living creatures and value of nature is internalized.
The teacher also had an environment activity with children in the kindergarten by collecting
plastic bottles that could be recycled. They gathered them and sold to the nearest supermarket.
The money earned was dedicated for charity and gave to those in need. Although, Norway is a
wealthy country where the citizens have fewer gaps in social and economic situation, there are
still poor people. Another solidarity event that the children ever had was donating their
second hand toys that were still in a proper condition to give for charity for unfortunate
children. This means that it eliminates the number of trash and at the same time, share things
with others.
42
Responsibility and democratic values
We only have one earth to live. We have been demanding for its natural resources to fulfil our
need. In fact, natural resources are limited and therefore, its usage should be calculated
wisely. In order to meet the growth the need of the people at the present time without
forgetting the future generation’s need, people must sustain its existence. Regarding to this
matter, P.3 illustrated that the evolvement of the earth is a natural phenomenon. The condition
of the planet keeps changing and it is unavoidable. However, human actions have created the
shifts quicker that makes it worse. Consequently, sense of awareness and responsibility is
prerequisite of the earth community for creating sustainability. Young children as the ones
who will live in the future have the right to be informed about what the future might look like.
They have the same right to have a proper living as the previous generations. The position of
children as future bearers is also acknowledged by the participants of the research. They do all
agree that children should be encouraged to be responsible for their actions in order to protect
the earth for the purpose of their goodness. It is adults ‘role with their knowledge, concern
and caring attitudes to take the responsibility of the changes needed to eliminate the
destructions that might occur (Davis, 1998).
Responsibility cannot just merely be taught but it needs series of good habits and attitudes.
Chawla (2002) points out that activating children’s responsibility of caring for the
environments through giving them opportunities to practice and engage in local
environments’ activity. Teachers play a role to encourage sense of responsibility in the
kindergarten. For instance, in relation to enhancing children’s responsibility, children are in
charge for their own meals and they may not litter after eating the food in the kindergarten
area or when they are in natural environments such as in the forest, park or in outdoors areas.
If they children could not find the trash bin, both teachers and children keep the trash. After
arriving back at kindergarten, they can sort the garbage and put into the same categories. In
my opinion, if the children are given a chance of this sort of experiences, children may
develop environmentally conscious habits until their later lives.
Their awareness and
responsibility for the environment around them could be increased. One of the practitioners
supports the same opinion as follow: “I think it’s very positive to start the importance of
taking care of environment from the early ages. Children should understand that we all human
have to take ourselves and place we live in “.
43
Teacher in the kindergartens have also duties to develop children’s environment that support
children’s involvement in making decision. Children have rights to be informed about their
choices made and understanding of their decisions. They need to encourage their active roles
in the society. Early childhood community have to develop children’s sense of cultural
identity and world citizen, thus democracy is an important value that should enacted in the
settings (Pramling Samuelsson, 2008).
4.2.3 Environmental learning experiences and outdoor activities
The Convention on the Rights of the Child of the United Nation that is well-known as
UNCRC or briefly CRC ratified in 1989 has become the major reference when it comes to the
children’s rights. Article 29 stresses that education shall direct the child to develop the respect
for natural environment. In line with the adaptation of the UNCRC, one of the important
pillars of Education for Sustainable Development proposed by the United Nation is the issue
of environment that is also connected to social and economic matters. However, this
subchapter mainly exposes the activities in the kindergarten that focuses on the learning
experiences of children and teachers that may foster environmental awareness. Thus, early
childhood professionals have to take a leadership role in fostering community concerns about
environmental issues and make a difference (Davis, 1998).
Children in Norway spend a large amount of time at kindergarten or preschool institutions
(Morsen &Martinsen, 2010) compared to children in other countries such as my country
Indonesia. Therefore, providing meaningful play and learning experiences in the kindergarten
become essential for children’s lives. Focus on giving acknowledgement and encouragement
through giving supports and challenges is crucial in children’s learning (The framework).
Early childhood education practitioners have the roles to support children’s experiences in
achieving knowledge and understanding of their environment as it links to their society (SirajBlatchfor, Smith & Samuelsson, 2010).
The topic of learning should be brought in action-oriented ways in order to give
understanding to children and the community about the clear images of the issue of
sustainable development and promote active participation. It should be seen as a way of
thinking and practise instead of a subject lesson (Davis, 1998). Linking to the action-oriented
and hand-on experience, outdoor play and learning activities provide children the direct
involvement of exploring the environments. In my view, if the children have an opportunity to
explore their environment, they will have a chance to observe. Observation is the starter of the
44
learning journey. If the observation does not exist, how the children could think and analyse
things. In connection to ESD, critical thinking and creative solutions of the unsustainable
practices that are the dominant at the present time are significant for children (Pramling
Samuelsson & Saga, 2008). I view observation as a means for children to enrich their
vocabulary images of place and things, and lead to curiosity. For that reason, supporting
children through varied outdoor learning and experiences are crucial. In this discussion, the
description will cover the learning experiences in outdoors both in natural arenas and
kindergarten surroundings.
The questions are how the kindergarten’s community involving children, teachers, parents as
well as policy makers do practical actions that can foster the sustainability. Integral to this
topic, the discussion will explore the environmental activities existed in two kindergartens
both outdoors in playground and natural areas.
4.2.3.1
Environmental education awareness through outdoor activities in
natural environments
Davis (1998) advises early childhood education and care programmes should provide direct
experiences of nature and natural elements in order to develop children’s positive attitudes
that enable them to understand their environment. Through having contact with the nature,
children can witness the variety of plants and animals as well as play with water, sand and
mud. Thus, children may cultivate their responsiveness of natural problems. However, it is
not sufficient yet to understand the issues of environment. Children and adults shall
understand how the world works and how it connects to human’s lives. If the children and
adults know the interconnectedness of environment and human’s interaction systems, actions
that create a sustainable future could be possibly raised.
Scholars consider that natural environments play an important part in children’s development
and learning (Moser & Martinsen, 2011). Being close to nature is also a part of Norwegians’
culture which has an impact on how to the way of kindergarten teachers use outdoor
environment when working with young children (Aasen, Grendheim, Waters, 2008). All the
research participants mentioned that being outdoors and explore the nature has been a long
tradition custom in Norwegian community. This cultural value of nature is also imposed to
the kindergarten curriculum (Kaarby & Osnes, 2007). They all have the same positive
attitudes towards the implementation of outdoor activities in their pedagogical activities and
acknowledge its importance for children. By bringing the children into the nature, Teacher
45
coach the children to know the real issues of that and how nature connects to the surrounding
environment.
Firstly, I attempt to interpret the approach demonstrated to nurture environmental learning
experiences in natural environments such as going to a forest, lake and river. I will analyse
the activities by using the environmental ladders way that Hilmo and Hotlter (2008) ever used
to promote children be responsive to the environmental issues. The stairs are illustrated as
follow:
Referring to the participant’s perceptions, they all agree that children need to have learning
experiences in outdoors. The practitioners also believe that outdoor activities carry significant
roles in addressing the issue of education for sustainability. Their views are supported by the
action they have done with the children. For example, practitioner conducted a field trip with
the children to the lake to observe the lives of birds in the winter time. Through this outdoor
event, children are in the nature area and have an experience of observing the living creatures
there. The children watched the ducks closer and observed their physical features. Previously
it was reported that in the classroom, they had learnt those animals from pictures and books.
During that episode of learning, children brought sketch books and drew the birds they saw.
In fact, children could witness images the animal through first-hand experience and they
could connect the observation with their prior knowledge. In fact, children develop
understanding that season has an impact to the lives of the living creatures. Birds need to
survive with their limited resource of food supply. It will lead the children to see, feel and act.
Their empathy or caring could be possibly boosted. In connection to ESD, empathy is a
required embedded attitude for developing a sense of environmental belonging and in
particular relation to the social and economic aspects. In addition, Children can learn some
ecological aspects such as why some birds are migrating during winter, why some are still
46
there every year, why some can only be seen occasionally and so forth. These phenomena
may stimulate children’s curiosity and a fruitful learning atmosphere (Falkenberg, 2011).
One particular activity that all participants reported and the one I also joined during my
empirical study was going to the forest. Having a tour to natural arena is a customary practice
into their learning and teaching routines although its frequency depends on the school policy
and teachers’ authority. Bringing children out door to the forest also provides children to see
the trees. Through observing the trees, children can learn about the ecosystem amenities such
as the oxygen produced, the abilities to prevent the erosion, and the benefits offered for other
organisms. These trees services are supported by P.3 who mentioned that during their outdoor
play and learning activities, children and practitioners observed the trees and they saw one of
them closer. They viewed the bark layers of the trees and watched the small living organisms
ate the layers of the bark. Teacher said that children were engaged with that phenomenon and
wandered with its natural occurrences. Children learn that other organisms depend on the tree.
If the tree is cut, it will impact to the survival of organism and destroy the sustainability. It is
expected that children will develop their thinking skills of how one thing is connected to other
things. Knowing this phenomenon, children may influence other community to save the trees
and contribute and planting more trees for their own future and the sustainability of their
environment (Hart, 1997).
The integration of play, learning and environmental concern could be seen in the episode
when the children had a trip to the forest that has a river, as what P1 described. Children
observed the water flowed, played with water and picked up the garbage along the river using
wood stick. P1 reported in the previous summer time when the water was warm, children
collectively collected the litter. Although, it could be definitely said that that action purely
came from the children or teacher, it demonstrated that children had a real experience to show
their action of cleaning the water. Children were seemingly happy that could be seen from
their facial expressions and laughter.
The advantages of outdoor learning activities are narrated by the practitioners. They
illustrated that different outdoor activities vary depending on the seasons. The existence of
other animals in the forest habitat that the children rarely witness in their everyday lives
happened. P1 gave an example that children noticed there were elks and deer in that forest
from the foot prints when the ground is covered by the snow. P1 further illuminated that it is
very fascinating activity as children’s interest and curiosity are obvious. This occurrence is
47
generally observed in winter time. During other seasons, it is hardly to see as those animals
are probably hiding and their prints cannot be recognised. Furthermore, P1 pronounced that
bring children to the forest to see the growing plants is the typical activity conducted in spring
on transition between spring and summer. Children observed plants and picked up some
berries which are typical fruits grown in Norway and also listened to the birds during that
period. Whilst P3 supported children experiences of being in nature during spring through
observing some mushroom and other plants that were not seen the previous tour. Previously
children had background knowledge of mushroom in the class through books and posters
displayed. In such situation, teachers may interfere by giving questions to provoke their
thought and provide learning opportunities both in natural and social sciences. Children
noticed that season had changed and some growing plants remarked that spring had come. I
asked the practitioner how he knew that those plants were the sign of spring. The question
was delivered as in my home country context; there are only two seasons and that there is no
big difference of certain plant grow in each season. The practitioner explained that the
acquired knowledge was gained when he was taking his bachelor education at the university.
It proves that higher education also plays an important role in developing understanding ways
to promote the sustainability of the environment. This supports the statement of Kaarby and
Osnes (2007) that the teachers in teacher education in Norway motivate the students to utilise
the nature by having direct experiences and reflecting upon children’s learning in natural
playgrounds rooted in their pedagogical work. Obviously, the role of the practitioner took
place in that natural occurrence. Science knowledge is enacted and pedagogical goal of
children to learn the environment is achieved.
According to the observation and teachers’ views and explanation of the implementation of
outdoor play and learning activities such as mentioned above, I examine that all the
practitioners implemented the approach of environmental ladders. In my analysis, those
outdoor learning activities in natural arenas fulfil the first four levels of the stairs. Some of the
outdoors projects reach level five and six focusing on the understanding of the contexts and
consider environmental issues. It is expected that the level seven and eight that emphasise on
giving influence and contribute for future life will be achieved in the long run.
It apparently manifested that both teacher and children created a positive outdoor learning
experiences that may affect to a better relationship with the nature. Children themselves
engaged with the learning and were happy as those activities fascinated them. If the children
are interested with the play and learning, the well-being and lifelong learning could be gained
48
(Pramling Samuelsson, 2011). In connection to the ESD, it accentuates the necessity of
children’s development, wellbeing and lifelong learning as a strong foundation for achieving
sustainable societies (Pramling Samuelsson & Kaga, 2008). It also is hoped that it can reach
4.2.3.2 Playground as a place to foster environmental awareness
Secondly, I attempt to describe and interpret the outdoor activities demonstrated by children
and practitioners in the kindergarten playgrounds and how these activities can promote
children’s awareness towards environmental issues. In those two kindergartens, they have
“Environment Day” or in Norwegian word “Rusken”. In this event, both children and
practitioners were collecting trash in their kindergarten environments. Before doing the
activities, in one of the kindergarten, P.2 did an interesting way of starting the event. P2 were
doing story telling about the two guys who had different habits. One was concerned with the
clean environment and another was on the other way around. From this activity, children
gained understanding of acts which are sustainable and unsustainable. Knowing the
differences of sustainable and unsustainable actions enhances the thoughtful behaviour of
sustainability (Pramling Samuelsson and Kaga, 2008). They seemed enjoy and fascinated
with the way teacher’s presented the message of environmental problems. P2 also
demonstrated the categorisation of garbage. Children then worked together with other peers to
collect the garbage in the playground.
P1 also had the same activity with his children in
relation to “Rusken” acvitity. Through this kind of activity, it can encourage children to have
a sense of belonging of their kindergarten, its environment and to keep them both clean and
nice. Children also learn about the waste management as after doing the activity, children
assisted by the practitioners sorted out the garbage into its categories. P2 explained that the
children also learned about waste management through given pictures and also the reason
why the garbage should be separated. In addition, children also acquired the knowledge where
the garbage will be delivered and the positive results after they are recycled.
Both P2 and P3 reported that children also had experiences of planting seeds and put them in
the playground. Planting are good examples and have become an effective ways to
environmental actions regardless of children’s age, era and cultural background (Hart, 1997).
Most importantly from the described environment activities the children had is that they learn
to collaborate which is one of strong element that ESD attempt to foster.
49
4.2.4 Children’s participation and involvements
It has been repeatedly affirmed in many official documents such as in UNESCO, Baltic 21
and other organisations with regard to the problem of education for sustainability that it is
very essential that all citizens participate if the situation is to be improved. Children should be
encouraged to think about what their future might look like so that they can act accordingly in
a more holistic way. Through the experiences, they can develop particular sense of
community and a sense of responsibility for the environment.
The position of children nowadays has shifted than before.In Norwegian kindergarten
curriculum framework, teachers are strongly suggested to take the children’s view into
account in planning and evaluating the pedagogical activities to ensure, this can encourage
children to participate and influence their own lives in the early childhood education and care
setting (Norwegian Ministry of Education and Research, 2011).
In order for children to be able to participate, children should receive appropriate supports
(Smith, 2002). It is connected to the theory of Zone Proximal Development introduced by
Vygotsky. Children’s capability of doing things might be more significant with the assistance
of adults (Vygotsky, 1978).
“Children need adults including parents, teachers, and other
community members to become more concerned with and involved in personal and
community decisions about current actions and future prospects” (Davis, 1998, p.118).
Responsible adults who consider the needs of whole groups are required to enhance children’s
participation. (Norwegian Ministry of Education and Research, 2011). Shier (2001) stresses
that the practitioners are required to take action to stimulate children’s involvement that are
possibly suited with their age. Thus, exploring techniques and strategies are obligatory in
order to be meaningful for children.
Integral to ESD that emphasise on the balance of the need of present and future’ life, it is
critical to encourage and empower children to be aware of their current actions for a better
future. Children as future holders will have to bear the consequences of the environment,
social and economic decision making made in the present time. Thus, it is significant that
responsible adults who are concerned and knowledgeable to work together with the children
(Davis, 1998).
Practitioner one explains children have to understand that they are also a part of the earth and
its community. Working collectively and democratically among children, teachers and
50
community settings is a main key of environmental education that attempt to search for the
solutions of environmental problems (Davis, 1998). The role of early childhood education and
care is to bear activities that are “hands on and minds on”, thus children have to deal with
concrete objects in the real situation (Pramling Samuelsson & Kaga, 2008).
Discussing about participation, the everyday routines in the kindergarten take a great place as
it can be manifested in actions and influences. In the Framework Plan for the Content and
Tasks of Kindergartens (2012) mentions that kindergarten’s staff must encourage the children
to show a consideration of other people. Children need to know of their actions will impact
others and to put themselves in the position of others. Linking to that statement written in the
framework, it is clear that the informants understand of promoting children’s participation to
consider others in their lives. P2 understands that the positive side of introducing the issue of
sustainable development in the early years, children will think about the environment and
influence the people surrounding them such as parents and family. Adults and parents’
attitudes and behaviour are possibly influenced to be mindful of sustainability through
empowering young children (OMEP, 2009).
The discussion in the Children’s Right Convention and the Framework Plan of Kindergarten
emphasises on the importance of children’s involvement for the matters that affect their lives.
However, this does not mean that they have freedom to do anything they want and free to
decide things, especially if the things may create harm for themselves and or the environment.
Thus, children should be entitled to have responsibility. It could not be interpreted that adults
hand over the responsibility to children but adults shall facilitate the children to be responsible
citizens through pedagogical activities in the kindergarten. The questions are how children
could participate in their everyday life in the kindergarten. Incorporating to ESD in the early
years, “efforts should be made to increase awareness at all levels and in all sectors of society
that early childhood education has an important role to play in the laying foundations for
active and responsible citizenship (Pramling Samuelsson & Kaga, 2008, p.15). Accordance
with children’s participation, some of occurrences showed that children in young age are able
to contribute for their community in the kindergarten. For instance, the children collected the
plastic bottles that could be recycled and sold them. The money received was dedicated for
charity. From this event, children helped the community in need as well as saved the
environment by eliminating the trash of bottles. Someone also could use those recycled stuff
again. Through “Rusken” activity which the children collected garbage in outdoors both in
their playgrounds and the nearest natural areas, children played a part to clean the
51
surroundings and their sense of belonging to the place could be greatly enhanced. Therefore,
providing children’s experiences of involving in a group and focusing on the community are
in line with the kindergarten’s pedagogy and the context of sustainable development.
Developing children’s competence depends deeply on the structures of the social settings.
Discovering that they can accomplish realistic and pragmatic tasks are needed (Hart, 1997).
Adults need to be sensitive to children’s limitations of understanding other’s perspectives.
4.2.5 Dealing with challenges and finding solutions
Davis (1998) proposes that there should be positive contributions to counteract the enormity
of the environmental issues we are dealing. Encompassing education for sustainable
development in early years is a complex matter and there are many ways including challenges
and solutions that exist in practice. It is not possible to state one single approach of delivering
this issue in pedagogical activities (Pramling Samuelsson & Kaga, 2008). Continuous
discussion and exchanging ideas between practitioners would be beneficial. Practitioners have
a chance to share their projects or pedagogical activities.
The challenges and solutions refer to the observation, interview, informal conversations
conducted and literature studies. Below are some common challenges that the informants of
this study conveyed in relation to ESD in early years and outdoor play and learning activities
as a way to foster ESD.
4.2.5.1
Knowledge of ESD and its implementation into practice
As has been discussed, the concept of education for sustainable development is multifaceted.
The terminology has been overly used in many areas that can create misperception. In fact,
the teachers will not automatically use the natural environment offered and play grounds
effectively in their pedagogical work if they do not the knowledge and have the ideas how to
deal with it. Therefore, sharing knowledge and ideas become very critical in order to the
practitioner to keep updates with the technique and pedagogical activities that can be done in
early childhood education and care. Constant dialogues and with other colleagues are highly
required. In line to the theory of Davies and Artaraz (2008) that training is essential to to give
practitioners thoughts of encouraging children’s participation. It is supported by P3 as
followed: “I am happy that P2 could join in my groups of children and introduced some
project techniques in relation to environmental issues such as categorising garbage, and other
52
things. I have some more ideas on how to deal with it with the children now”. Sharing ideas
with the expert is very important too.
Despite acknowledging the importance of ESD in the early years, all practitioners also
somehow admitted the challenges faced in the practical routines. It therefore needs the
knowledgeable adults who can see any learning opportunities that are relevant for creating
sustainable environments. Creativity and cooperation are essential elements that the educators
should use to prepare the children for the future that are unknown from the way it is now
(Pramling, 2011).
4.2.5.2
Reflections and feflexivity
I believe that if the implementation of ESD needs lots of efforts. Reflection becomes very
critical for the teachers to evaluate for what it works and opens to any possibilities. If the
teachers do reflection and question their pedagogical practice, it is most likely that children
will be keen to ask questions themselves. For instance, P1 reflected that it is hard to avoid of
using papers for pedagogical activities’ purposes. However, he confirmed that that the papers
were used as maximal as possible. After the paper sheets were no longer used by P1, children
used them for drawing or creating something as a toy. Moreover, P2 and P3 viewed had
reflections in relation to the outdoor learning activities. They reflected that this outdoor
activity has benefits to children´s physical development and their behaviour attitudes in the
class. However, they also delivered that they could not always be able to do it due to
education outcomes particularly the academic emphasises that should be achieved. This
expectation sometimes hampers the teachers to work on it. During my observation, it was a
hectic time, because some children would move to primary school and they needed to manage
several things at the same time. This is likely similar to the research finding of Sandås(2011),
time is the issue and teachers have to plan and think other pedagogical expectations at the
same time.
I assume that the interviewed practitioners have the sense of belonging of their duty to keep
children aware of their environments for creating a sustainable society despite accept the
challenges faced. It is greatly important that practitioners have strong commitment and sense
of belonging of their duty to facilitate the children´s education. Hence, reflexive must be an
attribute of teachers.
53
4.2.5.3
The weather and clothes
The weather in Norway is quite distinctive compared to other European countries and to my
country Indonesia in term of the level of temperature and so on. In winter, the temperature
could drop very low. It influences to the people’s everyday activities. Children and teachers
are without exception. As P2 described:
“With the Norwegian climate you have to have the right weather to the right
activities. So if we have to plan every activity from day to day and write it down
in a plan, the weather is a challenge. If we can work and plan from day to day, we
can plan the right activities from the weather. If some of the kids don’t have the
right clothes, it will be even more difficult to do what we planned outside”
Weather is a natural phenomenon that we all must deal with. There is no such thing as bad
weather, only the wrong clothes (proverb). It applies with the Norwegian weather. The
teachers agree with this statement. Therefore, equipping children with the proper clothes for
each season is very essential.
4.2.5.4
The Parents’ attitudes toward outdoor activities
Based on the findings, Norwegian kindergartens spend a large amount of time in outdoors.
And it has been an integral part of Nordic culture dealing with outdoors play and learning
since long time ago (Kaarby & Osnes, 2007). Being in the nature, for example has been
assimilated with the Norwegian’s culture. This is a part of their way of life. Linking to
learning in the kindergarten, children shall experience the activities that are much close to
their real life. Therefore, outdoors field are apparently essential for the implementation of
play and learning to meet pedagogical activities in the kindergarten and children’s lives. Play
and learning in the kindergarten shall lead children and its community to promote sustainable
development (Kindergarten Act, 2006). In the document also highlights the importance of
involving parents with regards to children’s learning activities in the kindergarten. Thus,
teachers have the role to inform parents any pedagogical activities for the purpose of
endorsing the education for the sustainability. One of the ways of doing it is through building
the awareness of environmental-friendly attitudes in the kindergarten. It is believed that
outdoor activities can foster the sustainable development.
The position of outdoor play and learning has been stressed in the kindergarten’s curriculum
guidelines mentioning that a part of children’s culture that should be maintained is outdoor
play and activities. However, not all the parents agree that having outdoors are good for the
children. Hesitation and anxiety exist among some parents of the children. Thus, a proper
54
communication skill shall apply in order to give understanding to parents that children’s
outdoor play and learning activities bring advantages for the children themselves in this
present moment and later lives.
All the early years practitioners interviewed reported that they had communicated the
pedagogical activities especially outdoor activities with the children to the parents. One of
them noted that communicating with the parents is one of the challenges faced of doing
outdoors activities for the purpose of encouraging the children to know their environment.
The issue was that the diverse background of the parents’ nationalities and their lacking
understanding of positive learning experiences that can be accessed when they the children
are doing outdoors. Norway, nowadays is becoming more heterogen and more international
than before. The society is more diverse with its community come from many various cultural
backgrounds. It influences to the way parents perceive the outdoor learning activities that are
part of the pedagogical learning experiences in Norwegian kindergartens. As P1 stated in this
following sentences: “We have different kinds of parents. They who were born in Norway,
they know and notice about this. But the people who are not grown up in Norway, it takes
some time to make them understand that this is normal in this culture, this is normal in the
kindergarten, and we do it, anyways.”
Parents who come from different cultural background may have different thinking when it
comes to tour to the forest. They might think that this is a dangerous activity that risks their
child. It is understandable as the images of the forest or natural areas are the places in which
the wild animals live. It is supported by P1 who also found that some parents rejected for
allowing their children to join the tour because of safety issue. He mentioned that parents’
imagination of forest is something like wild forest in one of Asian’s country. Their perception
and decision is very much influenced with knowledge and contextual situation. In this sense,
practitioners shall show empathy and understanding of the reason but at the same also give
the understanding and build trust that this activity is manageable and the risks have been
measured. Explaining the positive influences and showing the evidence of the benefits for
children will enable to convince the parents that this outdoor has a strong purpose. Thus, the
focus will be on the advantages offered by anticipating the injury. Preparations, evaluations
and reflections are required in gaining the benefit of outdoor learning activity for achieving
the purpose of education for sustainable development (Pramling Samuelsson, SirajBlatchford,Smith, 2010) .
55
4.2.5.5
Communications
Young children may have difficulties to express their thoughts, feeling and experiences as
well as perceive others opinions. It can be an obstacle to address the issue for sustainable
development. As P3 reported, the challenges may be depending on the way we communicate
to the children so that they will not be scared about this issue because this is a matter of their
future as well. She furthers stressed “this is very important to encourage sense of
responsibility. We have to be clear about it”. However, as P2 mentioned that although
children need to know the environmental issues and catastrophe that the adults and previous
generation created, it should not make the children afraid and feel guilty. Instead, children are
encouraged to believe that they can make a difference and influence, find the solutions and
new alternative ways for themselves (Pramling Sammuelsson, 2011). The question is how to
deliver issue that children understand and to provide experiences that can create
environmentally friendly for the better of their later lives. This is a huge duty. Thus the ways
of communication to children hold important roles in creating understanding, encouraging
critical thinking, promoting actions and reflecting for behaviours that foster sustainability. For
instance, the abstract concept of wholeness and unity of earth could be visualised by using a
miniature of globe as a teaching aid as what P1 has practiced. The concept of interconnected
could be delivered through utilising various media including ICT (information,
communication and technology) tools (Pramling Samuelsson & Kaga, 2007).
4.2.5.6
The Safety Issues Risks
Based on the literature studies, observations and interviews conducted, I believe that outdoor
play and learning activities could foster the awareness particularly in environmental aspects to
achieving for a sustainable society. However, the challenges appear in the practice. To be in
outdoors, it has some risks to children themselves. As what has been reported by the P3, there
is a possibility that children might get lost in the forest. The children might to be excited
playing in that area such as “hide and seek”. This is important that children enjoy their
outdoor learning as a way of freedom of expression and enjoyment. However, they may not
realize that certain activity can harm them. This is the role of teachers to set some of
regulations for the sake of the safety for all. When I asked what the practitioners what could
be done to prevent that accident, P3 mentioned that the kindergarten has policy in relation to
safety issues of outdoors activities which they have to follow. The rules are made by the local
municipalities which are in line with the guidelines given by the National Policy. In addition,
the ratio of the adults who accompany the children is also one of the most essential things that
56
have to be taken into consideration. This matter could be an obstacle for the outdoor learning
as well particularly when some of the adults are not available because some reasons. It
impacts the pedagogic plan that has been done previously. P1 reported that at the time of my
observation, the tour to the forest was cancelled due to the weather and insufficient a number
of adults who should accompany the children during the trip. In this case, the flexibility and
creativity of the teachers are highly required. Teachers should have some back up plans so
that the learning outcome could still be achieved.
57
Chapter 5
Conclusion and Recommendation
5.1
Conclusion
The issue of education for sustainable development has been emphasised for decades. The
purpose of education for sustainable development is to empower people in the community to
participate for a sustainable future. Although education for sustainable development is an
abstract concept, the need to promote it should be continuously done. The fact that climate
change happens, pollution exists and other destructions caused by human actions are real,
should be put into consideration.
Concerning to that, education institution is seen as an effective way to address the issue. This
study focuses more on exploring their perceptions about ESD. This empirical research
embraces the views and approaches the education for sustainable development in Norwegian
kindergarten. The kindergarten chosen have positive attitude towards environment education
in their pedagogical activities. Linking to education for sustainable development,
environmental issue is one of the important problems that need to be fostered. In fact, this
environment aspect has interconnected to other pillars – social and economic issues. Teachers
who are one of the stakeholders in early years programmes hold important role in directing
the awareness the education for sustainability. They are the adults that have more frequent
contact with young children in the kindergarten. Thus their belief and values impose to the
children’s lives.
The concept of education and sustainable development is abstract and complex; even though
it is possible to be addressed in kindergarten even to very young children. The initiatives
should be explored by the practitioners and kindergarten community to find strategic
pedagogic approaches that are appropriate with the level of children intellectual ability. To
engage children in learning and understanding the issue of environmental problems, it should
be done through the concretes things and experiences that are close to the reality of life. Thus,
this is critical that children are exposed to the current situation if we hope them to understand
the future’s goal that is sustainability.
58
Strategies and techniques dealing with the issue are very fundamental. Hence, teachers must
have knowledge about this issue and pedagogue values. Outdoor learning activities are
believed to foster the awareness of environmental problems. In fact, the majority of the
children like to play outdoors. They can vary from one context to another. The approach of
this can use social cultural approach in which learning is greatly influenced by the context of
society and the landscape of the geography in which the children live.
In Norwegian context, outdoors and nature have become a part of the culture. Linking to the
pedagogical activity in the kindergarten, practitioners and children can use this outdoor
activity to impose the understanding of education for sustainable development for a
sustainable future. Outdoor play and learning activity enables children to observe.
Observation is a critical stage that leads children to develop their critical thinking.
From the interview with the practitioners, all informants agree that through outdoor activities
both in the natural areas and playground are potential and good ways to foster ESD. It enables
children to explore the environment and experience of being there. It is also more visible for
children to the environmental issues in their local community. If they children have the
opportunity to witness, wander and observe their surroundings, they sense of belonging of
preserving the environment for sustainability is highly potential to be activated. Children may
influence and contribute others to foster of ESD if they are handled with responsible adults
who are knowledgeable, concerned and caring to change the habits needed and willing to take
efforts to eliminate the destructive routines. Teachers can build children’s awareness towards
environmental issues through enjoyment for nature. If the children engage in their outdoor
activities, the negative attitudes of doing outdoors can be overcome.
In order to know whether their practice work or not, teachers should be reflective of their
routines’ practice. Through reflection, the next planning and evaluations could effectively be
achieved. Moreover, teachers also need to be reflexive which refers to their sense of
belonging of their duty and responsibility for the better of children’ learning and development
and for the sustainability. Importantly, I strongly believe with Bae (2010) suggesting the
teachers have to be “attentive and focussed presence of mind”. In order to prepare ourselves
and our young generations for the sustainable future, we have to live in the present to know
the reality and engage with it as well as find the solutions for the problems faced.
59
5.2
Recommendation for future work
Although the finding results have given me the answers for my research inquiry, it would be
better if there is more empirical research in this topic particularly research about children´s
perspectives towards ESD. Hence interviewing children in the future research would be
significant. Action research will also be prominent as it will be drawn from the researcher´s
experience from the practice in the field. For the continuity of the implementation of ESD in
the field, cooperation between kindergartens is critical and useful to exchange ideas and
enrich the strategies and techniques the practical alternatives. In order to promote education
for sustainable development for sustainable society and the future, the view of education itself
must be education of children and education for children. Thus, continuity and sustainability
will be achieved.
60
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Appendices
Appendix A
Letter Permission to School and Practitioners
Dear Teacher,
My name is Rusminah and I am a postgraduate student of International Master in Early
Childhood Education and Care at Høgskolen i Oslo og Akershus. I am in my final semester of
my programme and would like to carry a small-scale research as prerequisite of my study. My
research interest is education for sustainable development in early years programme. I have
got permission to conduct research in preschool in Oslo from Norwegian research committee.
In this small research, I would like to gather information about the practitioners’ perception of
children’s participation for education for sustainable development through and during outdoor
play, particularly dealing with the environmental education issues.
Therefore, to collect the information of my research topic, I would like to do observation in
your kindergarten and interview some staffs working with children. The observation of
children’s outdoor play (in playground or field trip to forest, or any outdoor activities) will be
done twice. The interview would take shortly and few questions and the proposed time of
observation and interview are provided below.
I will keep you informed of my work and will give you the copy of my findings upon
completion of my thesis if needed. I hope we can collaborate and if there is any doubt with
regards to my research project, don’t hesitate to ask.
My thesis work will be read by my supervisors and other university college lectures.
Confidentiality and anonymity of the institution and research participants will be kept. I
highly appreciate if you allow me to conduct this research in your institution. Your
collaboration is greatly valuable of my study.
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Appendix B
Letter permission to Parents
Dear parents,
My name is Rusminah and I am a postgraduate student of International Master in Early
Childhood Education and Care at Høgskolen i Oslo og Akershus. I am in my final semester of
my programme and would like to carry a small-scale research as prerequisite of my study. My
research interest is education for sustainable development in early years programme. I have
got a permission letter to conduct research in preschool in Oslo from Norwegian Research
Committee. In this small research, I would like to gather information about the practitioners’
perception of children’s participation for education for sustainable development through and
during outdoor play, particularly dealing with the environmental education issues.
Therefore, to collect the information of my research topic, I would like to do observation
when children are in outdoor activities such as tour to the forest or play in playground in the
kindergarten.
I would be very grateful if you would give me permission to video-taped and take your child’s
pictures when your child is outdoors. Any information I use will be handled in confidence.
Your child’s name will not appear in any published documents. You may withdraw this
permission at any time.
If you are happy for your child to participate in this research please sign and return the slip
below.
Best regards,
Rusminah
I am happy for my child ……… to participate in the research outlined above.
Signed Parent / Guardian
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Appendix C
Semi-structure Interview Questions for Practitioners
1.
Do you think it is important to introduce education and sustainable development
(ESD) in the early years programmes? Explain.
2.
What are the positive and negative aspects of dealing with ESD particularly
introducing environmental issues in early years?
3.
How do you and other practitioners deal with ESD and what are the challenges and
dilemmas faced to implement ESD during outdoors?
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Appendix D
Letter Permission of Doing Research from Norwegian Research Committee
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