Children’s systems telling and the story of a meatball’s social-ecological system: A narrative approach to systems thinking in early childhood education for sustainable development
Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
The aim of this thesis is to investigate how young children’s narration of an everyday object, the meatball, is a beneficial approach to systems thinking and if something emerges that could be useful in education for sustainable development in early childhood education. In a world of complexities, our role as participants in systems encompassing food, energy and waste is neglected in favor of drawing attention to individual events. Systems thinking is about understanding complexity, a key aspect of the resilience approach to sustainable development. Research shows valuable return-on-investments from early childhood education for sustainable development, but the field lack academic attention. The research method is case studies at pre-schools based on narrative inquiry. The study creates situations where children explore their own boundaries. Findings show that humans are largely missing from the children’s social-ecological system and a difference in the approach of acknowledging uncertainty vs. imaginary explanations to phenomena surrounding a meatball. It finds that zooming out from one familiar object is a simple way to introduce systems thinking in early childhood education and that narration is a useful approach to identify knowledge gaps.
Place, publisher, year, edition, pages
2012. , 45 p.
Early childhood education for sustainable development, systems thinking, systems telling, narration
Social Sciences Interdisciplinary
IdentifiersURN: urn:nbn:se:su:diva-79240OAI: oai:DiVA.org:su-79240DiVA: diva2:548466
UppsokLife Earth Science
Lundegård, Iann, PhD
Jakobsson, Britt, PhD