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Ärlemalm-Hagser, EvaORCID iD iconorcid.org/0000-0002-7795-4051
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Publications (10 of 102) Show all publications
Ärlemalm-Hagser, E., Boyd, D., McLeod, N., Assunção Folque, M. & Kahriman, D. (2023). Building knowledge and competence to promote sustainability in early childhood education: four European perspectives (3ed.). In: Davis, J.; Elliott, S. (Ed.), Young Children and the Environment: Early Education for Sustainability (pp. 318-338). Cambridge University Press
Open this publication in new window or tab >>Building knowledge and competence to promote sustainability in early childhood education: four European perspectives
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2023 (English)In: Young Children and the Environment: Early Education for Sustainability / [ed] Davis, J.; Elliott, S., Cambridge University Press, 2023, 3, p. 318-338Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cambridge University Press, 2023 Edition: 3
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64980 (URN)10.1017/9781009199971 (DOI)9781009199988 (ISBN)9781009199971 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-11Bibliographically approved
Ärlemalm-Hagser, E. (2023). Education for sustainability in early childhood education - Swedish initial teacher students meaning-making about children’s learning, agency and participation. In: 31st EECERA Annual Conference Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development: Book of Abstracts. Paper presented at 31st EECERA Annual Conference, Cascais, Portugal, 30/8-2/9, 2023 (pp. 149).
Open this publication in new window or tab >>Education for sustainability in early childhood education - Swedish initial teacher students meaning-making about children’s learning, agency and participation
2023 (English)In: 31st EECERA Annual Conference Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development: Book of Abstracts, 2023, p. 149-Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64453 (URN)
Conference
31st EECERA Annual Conference, Cascais, Portugal, 30/8-2/9, 2023
Available from: 2023-10-04 Created: 2023-10-04 Last updated: 2023-10-04Bibliographically approved
Ärlemalm-Hagser, E. & Vuorinen, T. (2023). Förskollärare – en profession i rörelse (1ed.). Lärarförlaget
Open this publication in new window or tab >>Förskollärare – en profession i rörelse
2023 (Swedish)Book (Other academic)
Abstract [sv]

Förskollärarprofessionen innefattar både att vara traditionsbärare och förändringsagent. I denna bok samlas framstående forskare och ringar in förskollärarprofessionen utifrån sina olika forskningsperspektiv.

Innehållet i boken är uppdelat i tre delar: förskollärarprofessionen, förskolans uppdrag och förskolans innehåll. Varje del innehåller ett antal kapitel som beskriver temat på olika sätt. Här ingår även internationella bidrag.

För att förskolan ska kunna utvecklas behöver vi förstå vad förskollärarprofessionen och förskolans uppdrag innebär i sin helhet. Då kan förskolan fortsätta hitta nya vägar för att möta nutida och framtida utmaningar i förhållande till förskolebarns utbildning. Boken utgör en utgångspunkt till fortsatt reflektion och diskussion om förskollärarrollen en profession som alltid är i rörelse med barnets bästa i centrum. 

Place, publisher, year, edition, pages
Lärarförlaget, 2023. p. 223 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64981 (URN)9789188149886 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-11Bibliographically approved
Ärlemalm-Hagsér, E., Engdahl, I. & Samuelsson, I. P. (2023). Förskollärares mångfasetterade motiv för undervisning om hållbarhet. Nordisk Barnehageforskning, 19(3), 104-124
Open this publication in new window or tab >>Förskollärares mångfasetterade motiv för undervisning om hållbarhet
2023 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 19, no 3, p. 104-124Article in journal (Refereed) Published
Abstract [en]

We live in a critical time where a variety of global difficulties and problems of an ecological, social, and economic nature generate new questions about the future of humanity. In the Swedish curriculum for the preschool, sustainable development is stated as an important part of the preschool’s core values and mission, which is followed up with goals. Therefore, there is a need to clarify and anchor education for sustainable development in preschool education. This article presents a study in which 153 Swedish preschool teachers describe their most important motives for teaching about sustainable development in their preschools. The study has a qualitative approach and is carried out within the framework of a critical theoretical perspective that examines cultural conceptions and understandings of social reality in a specific institutional socio-historical context. In the preschool teachers’ descriptions, a wide range of motives appears regarding why it is important to teach about sustainable development in preschool: To counteract unsustainable lifestyles, To follow the governing documents, To take responsibility for a sustainable present and future, and To equip children for the future. The study also shows that teaching for sustainability includes developing knowledge, creativity, problem-solving skills, critical thinking, action skills, innovative thinking, and change. Children’s participation for a sustainable present and future is presented as decisive for this change. 

National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-63573 (URN)10.23865/nbf.v19.345 (DOI)
Available from: 2023-06-26 Created: 2023-06-26 Last updated: 2023-06-26Bibliographically approved
Engdahl, I., Pramling Samuelsson, I. & Ärlemalm-Hagser, E. (2023). How preschool education in Sweden contributes to cultures for sustainability: rights and equity at the core of early childhood education for sustainability (3ed.). In: Davis, J.; Elliott, S. (Ed.), Young Children and the Environment: Early Education for Sustainability (pp. 255-273). Cambridge University Press
Open this publication in new window or tab >>How preschool education in Sweden contributes to cultures for sustainability: rights and equity at the core of early childhood education for sustainability
2023 (English)In: Young Children and the Environment: Early Education for Sustainability / [ed] Davis, J.; Elliott, S., Cambridge University Press, 2023, 3, p. 255-273Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cambridge University Press, 2023 Edition: 3
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64977 (URN)10.1017/9781009199971 (DOI)9781009199988 (ISBN)9781009199971 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-11Bibliographically approved
Catucci, E., Kallberg, P., Ärlemalm-Hagser, E. & Welén, T. (2023). Pre-service ECE teachers and professional identity - Constraints and possibilities for children's´agency. In: 31st EECERA Annual Conference, Children's curiosity, Agency and Participation: Challenges for Professional Action and Development: Book of Abstracts. Paper presented at 31st EECERA Annual Conference, Cascais, Portugal, 30/8-2/9, 2023 (pp. 329).
Open this publication in new window or tab >>Pre-service ECE teachers and professional identity - Constraints and possibilities for children's´agency
2023 (English)In: 31st EECERA Annual Conference, Children's curiosity, Agency and Participation: Challenges for Professional Action and Development: Book of Abstracts, 2023, p. 329-Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work
Identifiers
urn:nbn:se:mdh:diva-64452 (URN)
Conference
31st EECERA Annual Conference, Cascais, Portugal, 30/8-2/9, 2023
Available from: 2023-10-04 Created: 2023-10-04 Last updated: 2023-10-04Bibliographically approved
Engdahl, I., Pramling Samuelsson, I. & Ärlemalm-Hagser, E. (2023). Systematic Child Talks in Early Childhood Education—A Method for Sustainability. Children, 10(4), Article ID 661.
Open this publication in new window or tab >>Systematic Child Talks in Early Childhood Education—A Method for Sustainability
2023 (English)In: Children, E-ISSN 2227-9067, Vol. 10, no 4, article id 661Article in journal (Refereed) Published
Abstract [en]

One of a preschool teacher’s most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Preschool, involving around 200 teachers in Early Childhood Education. During the spring of 2022, the preschools carried out theme-oriented projects linked to sustainable development. The participating preschool teachers were then asked to carry out systematic child talks with children about learning for sustainability and their understanding of the sustainability-related content. Using content analysis, three different approaches were identified as to how teachers communicate with children systematically about various content related to sustainability: (1) joint creation of meaning, (2) question and answer, focusing on remembering facts, and (3) following the children. There is a large variation in the teachers’ communicative competences. A key factor seems to be to create a shared inter-subjective atmosphere, while at the same time being open for alterity, that is, introducing new or slightly changed perspectives for the dialogue to deepen and continue. 

Place, publisher, year, edition, pages
MDPI, 2023
Keywords
child interviews, early childhood education, early childhood education for sustainability, preschool, sustainability, systematic child talks, teacher competence
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-62368 (URN)10.3390/children10040661 (DOI)000977176500001 ()2-s2.0-85153682233 (Scopus ID)
Available from: 2023-05-03 Created: 2023-05-03 Last updated: 2023-10-05Bibliographically approved
Ärlemalm-Hagser, E. (2023). Utbildning och undervisning för hållbarhet. In: Ärlemalm-Hagsér, E.; Vuorinen, T. (Ed.), Förskollärare - en profession i rörelse: (pp. 92-103). Lärarförlaget
Open this publication in new window or tab >>Utbildning och undervisning för hållbarhet
2023 (Swedish)In: Förskollärare - en profession i rörelse / [ed] Ärlemalm-Hagsér, E.; Vuorinen, T., Lärarförlaget , 2023, p. 92-103Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lärarförlaget, 2023
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64979 (URN)9789188149886 (ISBN)
Available from: 2023-12-11 Created: 2023-12-11 Last updated: 2023-12-11Bibliographically approved
Ärlemalm-Hagser, E., Elliott, S., Carr, V. & Weldemariam, K. (2022). Children’s lives in the age of the Anthropocene. In: : . Paper presented at WEEC, 11:de konferens, Prag, Tjeckien, 14-18 Mars 2022.
Open this publication in new window or tab >>Children’s lives in the age of the Anthropocene
2022 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In these times, when uncertainty, instability, complexity and rapid change are creating environmental, economic, and social challenges young children are most affected by ongoing human impacts on the Earth. This symposium focuses on early childhood education for sustainability (ECEfS) in relation to shifts in theory, policy and pedagogy. In this presentation, we bring together international perspectives to critically reflect, but also highlight ways forward in ECEfS. We especially discuss and critically analyse children’s lives today in the age of the Anthropocene in the context of both historical and contemporary theories in early childhood education. We offer contemporary post-humanist research that aims to challenge Anthropocentric thinking about the human and nature interrelationships and has significant implications for shifting pedagogy in early childhood education. In addition, we share a broad international overview on curriculum and policy shifts in ECEfS with a focus on new ECEfS benchmarks recently established in some national curriculum documents. Lastly, we recognise that children’s lives in the age of the Anthropocene are influenced by political and cultural contexts and offer insights into possible steps for change.  Overall, we aim to challenge assumptions and orthodoxies for transformative change to happen internationally, both in ECEfS research and in early childhood education theory, policy and pedagogy.

Keywords
antropocen, early childhood education, education for sustainability
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-60615 (URN)
Conference
WEEC, 11:de konferens, Prag, Tjeckien, 14-18 Mars 2022
Available from: 2022-11-15 Created: 2022-11-15 Last updated: 2022-11-24Bibliographically approved
Ärlemalm-Hagser, E. (2022). Förskolans utbildning i Antropocen. Pedagogisk forskning i Sverige, 27(3), 96-117
Open this publication in new window or tab >>Förskolans utbildning i Antropocen
2022 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 3, p. 96-117Article in journal (Refereed) Published
Abstract [sv]

Förskolebarnet har historiskt setts som utvecklings- och framtidsprojekt i strävan för ett bättre samhälle. I den senaste Läroplan för förskolan (Skolverket, 2018) har det politiska begreppet hållbar utveckling (HU) lagts till både i förskolans värdegrund och i förtydligande målskrivningar. I denna artikel presenteras en narrativ studie om förskolans utbildning med fokus på förskolans roll och förskolebarns lärande i antropocen. Studien har en kritisk teoretisk bas där empirin utgörs av förskollärares berättelser om sitt arbete med utbildning för hållbarhet i förskolan. Kritisk forskning om utbildning för hållbarhet har gett stöd i analysen av förskollärarnas narrativa berättelser. Specifikt har frågor om vilka kunskaper som ses som avgörande kunskapsinnehåll för förskolebarn och vilken roll förskolan har i den tid som definieras som antropocen studerats. Resultatet visar att antropocen som begrepp inte används i förskollärarnas beskrivningar av utbildningen. Dock, framträder i deras berättelser en utbildning där arbetet för en hållbar jord ses som ett grundläggande innehåll och där barns lärande innebär att lära om hållbar resurshantering, källsortering och att lära i och om naturen. Slutligen ger en svag styrning och ledarskap sig tillkänna där hållbar utveckling som begrepp inte ger stöd för tolkningar och förståelser om att arbeta i en utmanande tid i relationen människa och natur

Keywords
antropocen, barndom, förskola, narrativ metod, kritisk teori
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-60537 (URN)10.15626/pfs27.03.06 (DOI)
Available from: 2022-11-01 Created: 2022-11-01 Last updated: 2022-11-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7795-4051

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