Abstract
This research provides a comparative analysis of survey data from practitioners in Japan, Australia, and Korea on their practices for early childhood education for sustainability (ECEfS). These data were previously reported for each specific country. In these analyses, educators’ conceptual understandings and pedagogical practices relating to ECEfS are explored. Many of the pedagogical practices that are evident in each national context are guided by country-specific policies, educational systems, and curriculum guidelines. Overall, the respondents from the three countries reported that they practised traditional nature-based activities extensively, such as gardening and playing outdoors, and educators taught intentionally about nature. Australian and Korean educators prioritised pedagogies relating to resource conservation and environmental issues, while Japanese educators’ survey responses indicated a reluctance to focus on these aspects of sustainability. The introduction of national guidelines is important as a driver to enhance educators’ understandings about sustainability within specific countries. A key recommendation is the need for targeted strategies for professional development in order to deepen educators’ understandings and improve practices for sustainability in early childhood programs.
Résumé
Cette recherche fournit une analyse comparative de données d’enquêtes auprès de praticiens du Japon, d’Australie et de Corée sur leurs pratiques en éducation au développement durable en petite enfance (EDDPE). Ces données ont préalablement fait l’objet de comptes rendus spécifiques par pays. Ces analyses explorent la compréhension conceptuelle et les pratiques pédagogiques des éducateurs relativement à l’EDDPE. Plusieurs des pratiques pédagogiques qui sont évidentes dans chaque contexte national sont guidées par des politiques, des systèmes éducatifs et des directives de programmes, spécifiques de ces pays. Dans l’ensemble, les personnes interrogées dans les trois pays répondent qu’elles exercent beaucoup d’activités traditionnelles liées à la nature, comme le jardinage et les jeux à l’extérieur, et les éducateurs enseignent délibérément sur la nature. Les éducateurs australiens et coréens accordent la priorité à des pédagogies relatives aux questions de préservation des ressources et d’environnement, tandis que ceux du Japon indiquent une réticence à se concentrer sur ces aspects du développement durable. L’introduction de directives nationales est un important moteur pour améliorer la compréhension de la durabilité chez les éducateurs dans leurs pays spécifiques. Une recommandation clé est le besoin de cibler des stratégies de développement professionnel afin d’approfondir la compréhension des éducateurs et d’améliorer les pratiques en matière de développement durable dans les programmes de la petite enfance.
Resumen
Este trabajo de investigación presenta un análisis comparativo de los datos de una encuesta hecha a profesionales en Japón, Australia y Corea sobre sus prácticas en relación a la educación en la primera infancia sobre sostenibilidad (EPIS). Estos datos ya fueron presentados en cada país específicamente. En estos estudios analíticos se explora el conocimiento conceptual de los educadores y las prácticas pedagógicas relacionadas a EPIS. Muchas de las prácticas pedagógicas que se manifiestan dentro del contexto nacional de cada país están guiadas por políticas, sistemas educativos y pautas de programas que son específicos para cada uno de ellos. En general, los encuestados de los tres países respondieron que practicaban ampliamente actividades tradicionales basadas en fundamentos naturales como la jardinería y los juegos de exterior, y que los educadores enseñaban, intencionalmente, temas de la naturaleza. Los educadores de Australia y Corea daban prioridad a pedagogías relacionadas a la conservación de recursos y temas medioambientales. En cambio, los educadores japoneses expresaron reticencia a centrar su enseñanza en estos aspectos de sostenibilidad. La introducción de pautas nacionales es un impulsor importante para mejorar los conocimientos sobre sostenibilidad en países determinados. Una recomendación clave pone énfasis en la necesidad de tener estrategias enfocadas al desarrollo profesional, que aumenten los conocimientos de los educadores y mejoren las prácticas de sostenibilidad en los programas para la primera infancia.
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Acknowledgements
We would like to thank the people and organisations who contributed to this survey, particularly, the early childhood teachers who gave their time to participate in the survey, the service providers, and the research and development coordinators who arranged the distribution of our survey in three countries. We would like to thank also Dr. Eva Ärlemalm-Hagsér (Sweden) and Dr. Sharon Stuhmcke (Australia) who provided useful comments during the development of the questionnaire. This work was supported by JSPS KAKENHI Grant Number 23501078 (Japan) and Overseas Research Grant of Osaka Ohtani University, Japan.
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Guest Editors of S.I.: Contemporary Research on Early Childhood Edu. for Sustainability, Ed D.
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Inoue, M., O’Gorman, L., Davis, J. et al. An International Comparison of Early Childhood Educators’ Understandings and Practices in Education for Sustainability in Japan, Australia, and Korea. IJEC 49, 353–373 (2017). https://doi.org/10.1007/s13158-017-0205-5
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DOI: https://doi.org/10.1007/s13158-017-0205-5