Economic (In)Equality and Sustainability: Preschool Children's Views of the Economic Situation of Other Children in the World

Autor/in	Borg, Farhana
Titel	Economic (In)Equality and Sustainability: Preschool Children's Views of the Economic Situation of Other Children in the World
Quelle	In: Early Child Development and Care, 189 (2019) 8, S.1256-1270 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borg, Farhana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1372758
Schlagwörter	Young Children; Childrens Attitudes; Preschool Children; Preschools; Foreign Countries; Sustainable Development; Preschool Curriculum; Toys; Economic Status; Consumer Economics; Poverty; Developing Nations; Information Sources; Role Models; Knowledge Level; Sweden + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Nachhaltige Entwicklung; Toy; Spielzeug; Konsumökonomie; Armut; Developing country; Developing countries; Entwicklungsland; Information source; Informationsquelle; Identifikationsfigur; Wissensbasis; Schweden
Abstract	This study explored preschool children's knowledge and views of other children's economic situation worldwide, and their self-reported sources of such knowledge. A total of 53 final-year preschool children, aged 5-6, from 12 preschools in Sweden were interviewed. Children's responses were analysed using content analysis and the Structure of the Observed Learning Outcomes Taxonomy. Most of them seemed to have knowledge about the lives and the economic situation of other children in the world. Many of the preschool children could justify their views with one or more relevant ideas or thoughts, and a few of them were also able to logically connect their arguments. Parents, media and observations of real-life situations were reported as major sources of knowledge, while preschool was mentioned by a few. Further research is needed to enhance our knowledge about how to integrate social and economic sustainability in preschool's pedagogical activities and to engage children meaningfully in such learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01