Creating a Guidebook promoting Education for Sustainability and steering children to become Ecologically Intelligent
Khatkhedkar, Naina (2020)
Khatkhedkar, Naina
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2020091420434
https://urn.fi/URN:NBN:fi:amk-2020091420434
Tiivistelmä
The purpose of this functional thesis is to introduce the concept of education for sustainable development and to steer children on the path to becoming ecologically intelligent, by creating a guidebook of activities in cooperation with an English language kindergarten located in Espoo. The aim is to instill habits and values reinforcing sustainability in children. Education can help in developing resilience and skills to support children in becoming active and responsible citizens who can contribute towards a healthy and sustainable living.
The theoretical framework of this thesis consists of a discussion about Early Childhood Education and Care in Finland, Social pedagogy, and Eco-pedagogy. All three have holistic learning, participation, interaction, and providing positive experiences to the children as a common theme. They also have guidelines supporting sustainable and healthy living. Social pedagogy follows a 'head, heart, and hand' approach, whereas Eco-pedagogy follows the 'doing together' approach. In addition, the principles of transformative education were the main guiding force behind designing activities for the children. The activities consist of handicrafts, environmental education, and reading-relevant literature. It also includes activities supporting circular economy and phenomenon-based learning.
Finally, the concept of ecological intelligence and education for sustainability in early child-hood education are analyzed. Education in early childhood can be used as the first step to introduce ecological intelligence by using two approaches – habituation through daily activities and through real applications in the surrounding environment.
The implementation included three activities and designing the guidebook, that was done in collaboration with the kindergarten staff. They evaluated the guidebook and gave positive feedback about its utility in a kindergarten, which indicated that I was successful in achieving the goals set for this thesis.
Keywords: Education for sustainable development, early childhood, ecological intelligence, environment.
The theoretical framework of this thesis consists of a discussion about Early Childhood Education and Care in Finland, Social pedagogy, and Eco-pedagogy. All three have holistic learning, participation, interaction, and providing positive experiences to the children as a common theme. They also have guidelines supporting sustainable and healthy living. Social pedagogy follows a 'head, heart, and hand' approach, whereas Eco-pedagogy follows the 'doing together' approach. In addition, the principles of transformative education were the main guiding force behind designing activities for the children. The activities consist of handicrafts, environmental education, and reading-relevant literature. It also includes activities supporting circular economy and phenomenon-based learning.
Finally, the concept of ecological intelligence and education for sustainability in early child-hood education are analyzed. Education in early childhood can be used as the first step to introduce ecological intelligence by using two approaches – habituation through daily activities and through real applications in the surrounding environment.
The implementation included three activities and designing the guidebook, that was done in collaboration with the kindergarten staff. They evaluated the guidebook and gave positive feedback about its utility in a kindergarten, which indicated that I was successful in achieving the goals set for this thesis.
Keywords: Education for sustainable development, early childhood, ecological intelligence, environment.