Browsing by Author "Kurenlahti, Emma"

The aim of the study was to influence the contents of sustainable development in the National curriculum guidelines on early childhood education and care (ECEC). Both sustainable lifestyle and ecosocial approach to education are already included in the set of values of the National core curriculum for basic education (2014). For the unity of the set of values guiding our early childhood education and basic education it is necessary that both sustainable lifestyle and ecosocial approach to education are also included in the ECEC. The three guiding values of ecosocial approach to education are responsibility, moderation and human interaction. The se-condary aim of this study was to find out how can early childhood education support the ful-filment of these values. The method used was qualitative interview study which also incorporated elements of operati-onal research. The type of interview method selected was semi-structured interview. In the stu-dy I interviewed three members of the 2016 ECEC´s steering group who participated in the wri-ting process of the new ECEC. First the interviews were transcribed and then the data gathered was analyzed. Mentions and ideas related to means for the support of education of values were located from the transcribed material. These were then categorized under three pre-selected themes which included 1) responsibility, 2) moderation and 3) human interaction. The analysis revealed themes related to the education of all three values. These included the model of beha-vior provided by the adult, reflections with the children and also actions and experiences that reflect the pre-selected values. The study also revealed specific means for the education of each value separately. Based on the study it can be stated that adults possess an essential role when it comes to sup-porting a child to internalize the values of ecosocial approach to education. The members of the steering group concluded that an adult example was essential in the transmission of values. In order for the values of ecosocial approach to education to be transmitted to the children they should first be internalized by the educators themselves. From the research rose also both the adults and the children´s reflections of right and wrong and the consequences of ones actions. Value based practical activities, planning these activities together with the children and enabling them to have experiences related to the values were also all seen important.