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Children
Special Issues
Early Childhood Education in a World of Change
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Special Issue "Early Childhood Education in a World of Change"

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global and Public Health".

Deadline for manuscript submissions: 25 August 2023 | Viewed by 2698

Special Issue Editor

Prof. Dr. Ingrid Pramling Samuelsson

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Guest Editor
Department of Education, Communication and Learning, Goteborgs Universitet, 405 30 Gothenburg, Sweden
Interests: children’s learning; teaching and didactics/pedagogy in early childhood education; curriculum in ECE and sustainable development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Most children worldwide are in Early Childhood Education for a variable period of time before school. 

In Agenda 2030, goal 4.2, it is stated that all children should have a chance to participate in an education of high quality. Stated in goal 4.7 is the types of content that will best utilize education for sustainability, such as sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, global citizenship, and the appreciation of cultural diversity and of culture’s contribution to sustainable development. 

Sustainable development is about the next generation’s future. These topics, alongside others, can be linked to children’s future and their experiences in ECE, which also is closely linked to teacher education, or competence development for staff working with the youngest children.

Prof. Dr. Ingrid Pramling Samuelsson
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • early childhood education
  • sustainable lifestyles
  • human rights
  • gender equality
  • the promotion of a culture global citizenship
  • cultural diversity
  • sustainable development
  • children’s future
  • youngest children

Published Papers (2 papers)

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Research

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Article
Promoting Resilience in Early Childhood Education and Care to Prepare Children for a World of Change: A Critical Analysis of National and International Policy Documents
by
Ann-Christin Furu
,
Angel Chan
,
Jonna Larsson
,
Ingrid Engdahl
,
Sarah Klaus
,
Anna May Navarrete
and
Barbara Turk Niskač
Children 2023, 10(4), 716; https://doi.org/10.3390/children10040716 - 12 Apr 2023
Viewed by 956
Abstract
In recent years, the sustainability crisis has raised interest in the concept of resilience, i.e., the capacity to persist, adapt, or transform in the face of change and challenge. However, to date, resilience has only been studied to a limited extent within early [...] Read more.
In recent years, the sustainability crisis has raised interest in the concept of resilience, i.e., the capacity to persist, adapt, or transform in the face of change and challenge. However, to date, resilience has only been studied to a limited extent within early childhood education and care (ECEC). This paper reports on a study that used critical document analysis of national and international policies to explore if and how the concept of resilience within ECEC could contribute to sustainability in a world of rapid change. Five national and four international documents were analysed through the theoretical lenses of childism and place-based education. The results show that resilience is implicitly expressed in ECEC policies yet is rarely linked to sustainability issues. Instead, policies mainly limit resilience to the psychological dimension and the individual child. The conclusion is that ECEC is an apt context for supporting resilience in multiple ways. It suggests using a holistic understanding of resilience to advocate for ECEC policies that include diverse perspectives of families and local communities, incorporate indigenous voices, and recognise the interconnectedness between humans and the more-than-human world. Full article
(This article belongs to the Special Issue Early Childhood Education in a World of Change)
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Article
Systematic Child Talks in Early Childhood Education—A Method for Sustainability
by
Ingrid Engdahl
,
Ingrid Pramling Samuelsson
and
Eva Ärlemalm-Hagsér
Children 2023, 10(4), 661; https://doi.org/10.3390/children10040661 - 31 Mar 2023
Viewed by 915
Abstract
One of a preschool teacher’s most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this [...] Read more.
One of a preschool teacher’s most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Preschool, involving around 200 teachers in Early Childhood Education. During the spring of 2022, the preschools carried out theme-oriented projects linked to sustainable development. The participating preschool teachers were then asked to carry out systematic child talks with children about learning for sustainability and their understanding of the sustainability-related content. Using content analysis, three different approaches were identified as to how teachers communicate with children systematically about various content related to sustainability: (1) joint creation of meaning, (2) question and answer, focusing on remembering facts, and (3) following the children. There is a large variation in the teachers’ communicative competences. A key factor seems to be to create a shared inter-subjective atmosphere, while at the same time being open for alterity, that is, introducing new or slightly changed perspectives for the dialogue to deepen and continue. Full article
(This article belongs to the Special Issue Early Childhood Education in a World of Change)
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