Education for sustainability in early childhood education: a systematic review

GÜLER YILDIZ T., Ozturk N., Ilhan Iyi T., Askar N., Banko Bal Ç., Karabekmez S., ...Daha Fazla

ENVIRONMENTAL EDUCATION RESEARCH, cilt.27, sa.6, ss.796-820, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Derleme
  • Cilt numarası: 27 Sayı: 6
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/13504622.2021.1896680
  • Dergi Adı: ENVIRONMENTAL EDUCATION RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Greenfile, Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.796-820
  • Anahtar Kelimeler: Sustainable development, education for sustainability, EFS, early childhood education, systematic review, YOUNG-CHILDREN, PRESERVICE TEACHERS, PRESCHOOL-CHILDREN, PLAY, ENVIRONMENT, CURRICULUM, PERCEPTIONS, CONTEXTS, THINKING, PARENTS
  • Hacettepe Üniversitesi Adresli: Evet

Özet

This study aims to review the scientific papers on Early Childhood Education for Sustainability (ECEfS) published between 2008 and 2020 and reveal changes in the area. This systematic review was carried out in two stages. In the first stage, a systematic review of papers on ECEfS was conducted according to the specified criteria, and all identified studies were evaluated descriptively. In the second stage, interventional research was evaluated, and their results were reviewed. It was seen that qualitative research methods were mostly preferred in the reviewed studies and most of them were conducted with children. It was determined that the most frequently discussed pillar is environmental. Moreover, the number of interventional research studies is limited. The research findings, it is thought that there is a need for future studies that use interventional, experimental and action research methods, holistically addressing pillars of sustainability