Eco-School in Kindergartens: The Effects, Interpretation, and Implementation of a Pilot Program

Autor/inn/en	Cincera, Jan; Kroufek, Roman; Simonova, Petra; Broukalova, Lenka; Broukal, Vaclav; Skalík, Jan
Titel	Eco-School in Kindergartens: The Effects, Interpretation, and Implementation of a Pilot Program
Quelle	In: Environmental Education Research, 23 (2017) 7, S.919-936 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2015.1076768
Schlagwörter	Foreign Countries; Ecology; Environmental Education; Kindergarten; Pilot Projects; Program Implementation; Program Evaluation; Mixed Methods Research; Pretests Posttests; Visual Aids; Questionnaires; Interviews; Preschool Education; Preschool Children; Program Effectiveness; Preschool Teachers; Teacher Attitudes; Outcomes of Education; Student Attitudes; Czech Republic + Suchen Sie Ihr Suchwort? Ausland; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Anschauungsmaterial; Fragebogen; Interviewing; Interviewtechnik; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Lernleistung; Schulerfolg; Schülerverhalten; Tschechische Republik
Abstract	This study presents an analysis of a Czech pilot project in implementing the Eco-School program in kindergartens. The evaluation applied a mixed design that included pre/post testing of children using picture-based questionnaires, and interviews with the teachers responsible for conducting the program. The findings revealed a significant increase in the pro-environmental attitudes of the children (N = 419) between the pre-test and the post-test. The results of the qualitative part showed a broad spectrum of the ways in which the program was interpreted by the teachers (N = 16): while some teachers interpreted the program in a highly instrumental way, others interpreted it as emancipatory. Their different ways of interpreting the program led the teachers to different models of distribution of power between the adults and the children. Some of the teachers made the effort to establish a democratic participation of the children in setting the program agenda, but others manipulated the children to obtain their agreement with pre-selected activities. Although the study did not find any evidence that the instrumental implementation of the program would be less effective in promoting children's attitude change, it showed differences in the interpretation of the merit of the program among the teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01