Ut av barnehagen! Sosial og kulturell bærekraft gjennom ekspedisjoner i nærmiljøet

Abstract

This chapter aims to show how exploration and experiences of kindergarten’s local surroundings can promote education for sustainable development. I simply give four good reasons for staff to get children outside of the kindergarten fences: belonging, community, place-based learning, and social equalisation.

These concepts form the theoretical basis, in which I further link to the EID (Environmental Identity Development) model I have adapted from Green et al. (2016). It is a framework that details how children can develop social and cultural awareness with the support of adults. I have interviewed five kindergarten teachers and analyzed the conversations using directed content analysis.

The concepts I explain briefly in the theory section build on each other, so that these concepts form a development in environmental (i.e. social) awareness. The examples from my informants put into the EID model show how one can gradually facilitate learning – in, to, about, and for – social and cultural sustainability.