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  • 1.
    Berg, Benita
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Economical sustainability in Swedish preschool2018Conference paper (Refereed)
  • 2.
    Carr, Victoria
    et al.
    University of Cincinnati, USA.
    Elliott, Sue
    University of New England, Australia.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Rethinking Play in Nature: Embracing Early Childhood Education for Sustainability2021In: International Journal of Early Childhood Environmental Education, ISSN 2331-0464, Vol. 9, no 1, p. 5-10Article in journal (Refereed)
    Download full text (pdf)
    fulltext
  • 3. Catucci, Ester
    et al.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Welén, Therese
    Pre-service ECE teachers and professional identity - Constraints and possibilities for children's´agency2023In: 31st EECERA Annual Conference, Children's curiosity, Agency and Participation: Challenges for Professional Action and Development: Book of Abstracts, 2023, p. 329-Conference paper (Refereed)
  • 4.
    Davis, Julie
    et al.
    Queensland University of Technology, Australia.
    Elliott, Sue
    University of New England, Australia.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Positioning young children as active participants in sustainability: The contribution of research to early childhood education for sustainability2015Conference paper (Refereed)
  • 5.
    Davis, Julie
    et al.
    Queensland University of Technology, Australia.
    Ferreira, Jo
    Southern Cross University, Australia.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Alici, Sule
    Middle East Technical University, Turkey.
    Emery, Shannon
    University of Tasmania, Tasmania.
    Creating research capacity: The Early Childhood EfS Transnational Dialogues2018Conference paper (Refereed)
  • 6.
    Davis, Julie
    et al.
    Queensland University of Technology, Australia.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    O’Gorman, Lyndal
    Queensland University of Technology, Australia.
    Challenges and possibilities in ECEfS: International, national and local perspectives. 2018Conference paper (Refereed)
  • 7.
    Elliott, Sue
    University of New England Armidale, Australia .
    Davis, Julie
    Queensland University of Technology.
    Researching Early Childhood Education for Sustainability: Challenging Assumptions and Orthodoxies2020Collection (editor) (Refereed)
  • 8.
    Elliott, Sue
    et al.
    University of New England, Australien.
    Carr, Victoria
    University of Cincinnati, Cincinnati US.
    Ärlemalm- Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Park, Eunhey
    Ewha Womans University, Sydkorea.
    Examining curriculum policy and pedagogy across borders: re-imagining socially transformative learning in early childhood education2017In: Envisioning Futures for Environmental and Sustainability Education / [ed] I P. Blaze Corcoran., J. Weakland, & A. Wals, Wageningen: Wageningen Academic Publishers , 2017, p. 205-216Chapter in book (Refereed)
  • 9.
    Elliott, Sue
    et al.
    University of New England, Australia.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Early Childhood Sociocultural Contexts, Sustainability2019In: Encyclopedia of Teacher Education / [ed] Peters M. (Red), Singapore: Springer , 2019Chapter in book (Refereed)
  • 10.
    Elliott, Sue
    et al.
    University of New England Armidale, Australia .
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Ji, Okjong
    Korea National University.
    Mackey, Glynne
    University of Canterbury, New Zealand.
    Synopsis: An Update on Countries Previously Represented in the First Volume (Australia, Japan, Korea, New Zealand, Norway, Sweden, United Kingdom China)2020In: Researching Early Childhood Education for Sustainability: Challenging Assumptions and OrthodoxiesS. Elliott, E. Ärlemalm-Hagsér., & J. Davis / [ed] S. Elliott, E. Ärlemalm-Hagsér., & J. Davis, New York: Routledge, 2020Chapter in book (Refereed)
  • 11.
    Engdahl, I.
    et al.
    Stockholm University, Department of Child and Youth Studies, Stockholm, Sweden.
    Pramling Samuelsson, .
    University of Gothenburg, Department of Education, Communication and Learning, Gothenburg, Sweden.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication. BUSS /Barndom i Antropocen - Utbildning och hållbarhet.
    Swedish Teachers in the Process of Implementing Education for Sustainability in Early Childhood Education2021In: New ideas in child and educational psychology, Vol. 1, no 1Article in journal (Refereed)
    Abstract [en]

    Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE).

    Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective. We based our work on a critical and transformative theoretical perspective that highlights the need for critical transformative pedagogies, with a focus on Education for Sustainability. The participating teachers were enrolled in a research and development program initiated by the Swedish institute Ifous.

    Design. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data.

    Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum. Most of the changes in the school environment seemed to be a result of priorities set at higher levels in the organizations, e.g., deleting toxic plastic and recycling food waste. Only a few of the teachers described an educational program that included transformative change.

    Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.

    Download full text (pdf)
    fulltext
  • 12.
    Engdahl, Ingrid
    Stockholms universitet.
    Att bli förskollärare - mångfacetterad komplexitet2015Collection (editor) (Other (popular science, discussion, etc.))
  • 13.
    Engdahl, Ingrid
    et al.
    Stockholm University, Sweden.
    Pramling Samuelsson, Ingrid
    Gothenburg University, Sweden.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    How preschool education in Sweden contributes to cultures for sustainability: rights and equity at the core of early childhood education for sustainability2023In: 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)
  • 14.
    Engdahl, Ingrid
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Pramling Samuelsson, Ingrid
    Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, 40530, Sweden.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Systematic Child Talks in Early Childhood Education—A Method for Sustainability2023In: Children, E-ISSN 2227-9067, Vol. 10, no 4, article id 661Article in journal (Refereed)
    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. 

  • 15.
    Engdahl, Ingrid
    et al.
    Stockholms universitet.
    Ärlemalm- Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    OMEP ESD Rating Scale: Experiences from Sweden2017Conference paper (Refereed)
  • 16. Engdahl, Ingrid
    et al.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Att bli förskollärare: Mångfacetterad komplexitet2020 (ed. 2.a upplagan)Book (Other (popular science, discussion, etc.))
  • 17.
    Engdahl, Ingrid
    et al.
    Stockholms universitet, Sweden.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Education for Sustainability in Swedish preschools: Stepping forward or out-of-step?2015Conference paper (Refereed)
  • 18.
    Engdahl, Ingrid
    et al.
    Stockholms universitet.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Education for Sustainability in Swedish preschools: Stepping forward or out-of-step?2014In: Research in Early Childhood Education for Sustainability: International perspectives and provocations / [ed] J. Davis & S. Elliott, London: Routledge, 2014, 1, p. 208-224Chapter in book (Refereed)
  • 19. Engdahl, Ingrid
    et al.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Swedish preschool children show interest and are involved in the future of the world Children’s voices must influence education for sustainable development (ESD)2007Conference paper (Refereed)
  • 20. Engdahl, Ingrid
    et al.
    Ärlemalm-Hagsér, Eva
    Göteborgs universitet.
    Swedish preschool children show interest and are involved in the future of the world Children’s voices must influence education for sustainable development (ESD)2008In: The contribution of early childhood eduaction to a sustainable society / [ed] Samuelsson, Ingrid Pramling; Kaga, Yoshie, Paris: UNESCO , 2008, p. 116-121Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    The Swedish preschools offer full-day programmes for children aged from 1-6 years. They have a long tradition of outdoor education and a curriculum that specifi es goals concerning the environment, the nature and democratic values. The national curriculum especially stresses the importance of children’s infl uence in the daily activities and the task to promote gender equity for girls and boys, and for their teachers. In this article, we will fi rst describe the specifi c task for Swedish pre-schools, as it is stated in the national curriculum. Then we will describe a theme-based project about life, hens and eggs from Långvik’s preschool outside Stockholm, Sweden, and a research project with a gender perspective on outdoor education from Mälardalen University. Finally, we point out the very important role that teachers play, and thus suggest reformed teacher education programmes incorporating questions linked to education for sustainable development and to the importance of children’s infl uence and participation.

  • 21.
    Engdahl, Karin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wetso, Gun-Marie
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Social sustainability – language as an arena for democracy in Swedish preschool.2016Conference paper (Refereed)
  • 22.
    Evans, Neus (Snowy)
    et al.
    James Cook Univ, Coll Arts Soc & Educ, Div Trop Environm, Cairns, Australia..
    Inwood, Hilary
    Univ Toronto, Ontario Inst Studies & Educ, Dept Curriculum Teaching & Learning, Toronto, ON, Canada..
    Christie, Beth
    Univ Edinburgh, Moray House Sch Educ, Edinburgh, Midlothian, Scotland..
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Comparing education for sustainable development in initial teacher education across four countries2021In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 22, no 6, p. 1351-1372Article in journal (Refereed)
    Abstract [en]

    Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts - Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.

  • 23.
    Heikkilä, Mia
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Places and spaces in preschool – positions and representations of children, gender and age in the indoor environment2015In: Children and Young People in School and in Society / [ed] Anette Sandberg och Anders Garpelin, Hauppauge NY: Nova Science Publishers , 2015, p. 59-84Chapter in book (Refereed)
    Abstract [en]

    Early childhood institutions (hereafter Swedish preschools) can be understood as places and spaces where the cultural, social and physical worlds intersect in educational practices. In this chapter preschools are seen as practices that play an important part in shaping children's identities and offering them possibilities for learning. In this chapter we will present a small scale study with an explorative approach of indoor environments at ten preschools from different parts of Sweden inspired by Birkeland's (2012) study in which artefacts displayed on the walls in preschools in Norway and China were analyzed. The material in this study is constructed from photographs accompanied by short descriptions of the indoor environment. The photographs were taken by preschool teachers from different preschools. The photographs were analyzed similar to texts of indoor environments that tell narratives where children are represented, categorized and positioned in certain ways. Additionally they speak of how a good childhood is constructed in preschool and in what ways gender and age - explicitly or implicitly - inform the preschool practices. This study shows the necessity to recognize the complexity of the institutional educational practices and highlights how critical theoretical studies and analytical concepts such as place and space have the potential to elucidate hidden structures of positions and meanings. 

  • 24.
    Hellman, Anette
    et al.
    Göteborgs Universitet, Gothenburg, Sweden.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Demokrati och jämställdhet på förskolegården2011In: KRUT, ISSN 0347-5409, no 141, p. 31-40Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Johannesson, Ulrika
    Göteborgs stad.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Elliott, Sue
    University of New England Armidale, Australia .
    A Project Narrative about Digital Tools, Children’s Participation and Sustainability in a Swedish Preschool2020In: Researching Early Childhood Education for Sustainability: Challenging Assumptions and Orthodoxies / [ed] S. Elliott, E. Ärlemalm-Hagsér., & J. Davis, New York: Routledge, 2020, p. 166-178Chapter in book (Refereed)
  • 26.
    Kultti, Anne
    et al.
    Göteborgs universitet, Sweden.
    Ärlemalm-Hagsér, Eva
    Göteborgs universitet, Sweden.
    Larsson, Jonna
    Göteborgs universitet, Sweden.
    Pramling Samuelsson, Ingrid
    Göteborgs universitet, Sweden.
    Early Childhood Education for Sustainable Development in Sweden2016In: International research on Education for Sustainable Development in Early Childhood / [ed] J. Siraj-Blatchford, E. Park & C. Mogharreban,, Dortreched: Springer Books , 2016Chapter in book (Refereed)
  • 27.
    Larsson, Jonna
    et al.
    Göteborgs universitet, Sweden.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    How preschool teacher students create meaning about teaching for sustainability in preschool2019Conference paper (Refereed)
  • 28.
    Lena, Bäckström
    et al.
    Högskolan i Kristianstad, Sweden.
    Engdahl, Ingrid
    Stockholms universitet, Sweden.
    Larsson, Ulla- Britt
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    På barnen sida i 70 år.: En jubileumsskrift för OMEP 1948-20182018Book (Other (popular science, discussion, etc.))
  • 29.
    Norðdahl, Kristin
    et al.
    University of Iceland, Reykjavík, Iceland.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Discourse about the outdoor environment in Icelandic and Swedish educational policy2016Conference paper (Refereed)
  • 30.
    Pramling Samuelsson, Ingrid
    et al.
    Göteborgs universitet, Sweden.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Engdahl, Ingrid
    Larsson, Jonna
    Göteborgs universitet, Sweden.
    Borg, Farhana
    Högskolan Dalarna, Sweden.
    Förskolans arbete med hållbarhet2021 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 31.
    Prince, Heather
    et al.
    University of Cumbria.
    Allin, Linda
    Northumbria University.
    Sandseter, Ellen Beate
    Queen Maud University College of Early Childhood Education .
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Outdoor play and learning in early childhood from different cultural perspectives2013In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, Vol. 13, no 3, p. 183-188Article in journal (Refereed)
  • 32.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Undervisning i olika lärmiljöer i förskolan2018In: Undervisning i förskolan: En kunskapsöversikt / [ed] Sonja Sheridan & Pia Williams, Stockholm: Skolverket , 2018, 1, p. 1-122Chapter in book (Other academic)
  • 33.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    The Swedish National Curriculum: Play and Learning with the fundamental values in focus.2011In: Australiasian Journal of Early Childhood, ISSN 1836-9391, Vol. 36, no 1, p. 44-50Article in journal (Refereed)
    Abstract [en]

    In Sweden, early childhood education is unique in its combination of learning and play, care and fostering fundamental values. The aim of this article is to discuss and problematise current Swedish research from the early childhood education field with a focus on play and learning in relation to three fundamental values affirmed in the Swedish National Curriculum. These values are children’s rights, gender equity, and education for sustainable development

  • 34.
    Sandseter, E. B. H.
    et al.
    Queen Maud University College of Early Childhood Education, Norway.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Allin, L.
    Division of Sport Sciences, Northumbria University, United Kingdom.
    Prince, H.
    Outdoor Studies Quality Group, University of Cumbria, United Kingdom.
    Call for papers for themed edition of the Journal of Adventure Education and Outdoor Learning: Outdoor play and learning in early childhood from different cultural perspectives2012In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 12, no 2, p. 157-159Article in journal (Refereed)
  • 35. Siraj-Blatchford, John
    et al.
    Pramling Samuelsson, Ingrid
    Göteborgs universitet.
    Park, Eunhye
    Ewha Womans University, Seoul, Korea.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    A Research Programme for Education for Sustainable Development in Early Childhood2014Conference paper (Refereed)
  • 36.
    Waller, T.
    et al.
    University of Wolverhampton.
    Sandseter, E. B. H.
    Queen Maud University College, Norway.
    Wyver, S.
    Macquarie University, Australia.
    Ärlemalm-Hagsér, E.
    University of Gothenburg.
    Maynard, T.
    Canterbury Christ Church University, United Kingdom.
    The dynamics of early childhood spaces: Opportunities for outdoor play?2010In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 18, no 4, p. 437-443Article in journal (Refereed)
  • 37.
    Waller, Tim
    et al.
    Anglia Ruskin University, Cambridge, England .
    Ärlemalm- Hagser, EvaMälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.Hansen Sandseter, EllenHögskolan för förskollärarutbildning Dronning Mauds Minne, Trondheim, Norge.Lee Hammond, LibbyMurdoch University, Perth, Australien.Lekies, KristiThe Ohio State University, Columbus, USA.Wyver, ShirleyMacquarie universitetet, Sidney, Australien.
    The SAGE Handbook of Outdoor Play and Learning2017Collection (editor) (Refereed)
  • 38.
    Waller, Tim
    et al.
    Anglia Ruskin University, Cambridge, England .
    Ärlemalm- Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hansen Sanseter, Ellen
    Högskolan för förskollärarutbildning Dronning Mauds Minne, Trondheim, Norge.
    Lee Hammon, Libby
    Murdoch University, Perth, Australien.
    Lekies, Kristi
    The Ohio State University, Columbus, USA.
    Wyver, Shirley
    Macquarie universitetet, Sidney, Australien.
    Introduction2017In: The SAGE Handbook of Outdoor Play and Learning / [ed] T Waller., E. Ärlemalm-Hagsér., EB Hansen Sandseter., L. Lee-Hammond., K. Lekies., & S. Wyver, Sage Publications, 2017, p. 1-21Chapter in book (Refereed)
  • 39.
    Wetso, Gun-Marie
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att realisera förskolans interkulturella uppdrag2018In: Den interkulturella förskolan: mål och arbetssätt, Liber, 2018, p. 26-41Chapter in book (Other academic)
  • 40.
    Ärlemalm- Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Förskollärarstudenters kunskapsskapande - Ett högskolepedagogiskt forskningsprojekt2018In: Högskolepedagogisk utveckling i teori och praktik / [ed] Eva Ärlemalm-Hagsér och Marie Öhman, Västerås: Mälardalens högskola , 2018, p. 127-139-Chapter in book (Refereed)
  • 41.
    Ärlemalm- Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    På riktigt viktigt: lärande för hållbar utveckling i förskolan: Lärarhandledning.2017Book (Other (popular science, discussion, etc.))
  • 42.
    Ärlemalm- Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings2017In: International Journal of Early Childhood, ISSN 0020-7187, Vol. 49, no 3, p. 411-427Article in journal (Refereed)
    Abstract [en]

    Workplace-based learning experiences are integral to early childhood teacher education. In Sweden, the objectives of early childhood teacher education programmes require students to develop knowledge and skills about Education for Sustainability (EfS), in accordance with national policy documents. This includes how to work with EfS in everyday practice. The aim of this qualitative study was to critically analyse how pre-service teachers describe their work-place encounters with EfS, including dilemmas observed in practice and divergences in interpretation of EfS. The empirical data comprised 76 blogs (188 pages of text) written by pre-service teachers as a requirement for a university course report about EfS in early childhood education. A document analysis was employed to critically examine the blogs through a reflexive interpretive process. The findings were revealing of both the students’ meaning-making processes and their workplace supervisors’ understandings of EfS. The findings depict different cultures of ‘doing’ EfS in early childhood settings, reflecting pluralistic and divergent landscapes of understandings as well as an absence of transformative whole-institution approaches in the implementation of EfS.

  • 43.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Berg, Benita
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Praxisnära kunskapsutbildning: Förskolebarns matematiska förståelse och bekantskap med hållbar finansiell utveckling2017Report (Other academic)
  • 44.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Elliott, B.
    University of New England, Armidale, NSW, Australia.
    Special Issue: Contemporary Research on Early Childhood Education for Sustainability2017In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 49, no 3, p. 267-272Article in journal (Other academic)
  • 45.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Pramling Samuelsson, Ingrid
    Göteborgs universitet, Sweden.
    Early Childhood Education and Care for Sustainability – historical context and current challenges2018In: Early Childhood Care and Education for Sustainability / [ed] V. Huggins och D. Evans, London: Routledge , 2018, p. 13-28Chapter in book (Refereed)
  • 46.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalen University, Department of Social Sciences.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Attitudes and values and pedagogic praxis - sustainable development in focus.2007Conference paper (Refereed)
  • 47.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Chapter 13: Early Childhood Education for Sustainability. The Relationship between Young Children’s Participation and Agency – Children and Nature2017In: The SAGE Handbook of Outdoor Play and Learning / [ed] . Waller., E. Ärlemalm-Hagsér., EB. Hansen Sandseter., L. Lee-Hammond., K. Lekies., & S. Wyver, London: Sage Publications, 2017, 1, p. 213-228Chapter in book (Refereed)
  • 48.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Early Childhood Education for Sustainability: The Relationship between Young Children’s Participation and Agency – Children and Nature2017In: The SAGE Handbook of Outdoor Play and Learning / [ed] T Waller., E. Ärlemalm-Hagsér., EB Hansen Sandseter., L. Lee-Hammond., K. Lekies., & S. Wyver (Red.), The SAGE Handbook of Outdoor Play and Learning, Sage Publications, 2017, p. 213-228Chapter in book (Refereed)
  • 49.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wetso, Gun-Marie
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Engdahl, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Projektrapport Social hållbar utveckling: Språket som demokrati och inkluderingsarena2017Report (Other academic)
  • 50.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Wetso, Gun-Marie
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Engdahl, Karin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Social hållbar utveckling – språket som demokrati och inkluderingsarena2017In: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt, Västerås: Mälardalens högskola , 2017, p. 114-145Chapter in book (Refereed)
123 1 - 50 of 117
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