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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.
    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)
  • 3.
    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)
  • 4.
    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)
  • 5.
    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)
  • 6.
    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)
  • 7.
    Engdahl, Ingrid
    Stockholms universitet.
    Att bli förskollärare - mångfacetterad komplexitet2015Collection (editor) (Other (popular science, discussion, etc.))
  • 8.
    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)
  • 9.
    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)
  • 10.
    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)
  • 11. 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)
  • 12. 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.

  • 13.
    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)
  • 14.
    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. 

  • 15.
    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.))
  • 16.
    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)
  • 17.
    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)
  • 18.
    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.))
  • 19.
    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)
  • 20.
    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)
  • 21.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    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)
  • 22.
    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

  • 23.
    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)
  • 24. 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)
  • 25.
    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)
  • 26.
    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)
  • 27.
    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)
  • 28.
    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)
  • 29.
    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)
  • 30.
    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.))
  • 31.
    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.

  • 32.
    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)
  • 33.
    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 (Refereed)
  • 34.
    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)
  • 35.
    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)
  • 36.
    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)
  • 37.
    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)
  • 38.
    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)
  • 39.
    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)
  • 40.
    Ärlemalm-Hagser, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    ´Regimes of truth` in early childhood education for sustainability2019Conference paper (Refereed)
  • 41.
    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.
    Economic sustainability in Swedish preschools.: Preschool teachers and preschools as political-economic actors2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 2, p. 15-36Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to scrutinize education for sustainability (EfS) in Swedish preschools, and especially how preschool teachers have articulated their work with economic sustainability objectives in practice. In this study we used an action-research methodology, and six preschool teachers from three preschools participated in the study. The theoretical framework was guided by critical theory, which was also used as a conceptual tool to explore agency and shared understandings as different ways of dealing with economic sustainability. The findings demonstrated that at the beginning of the project the preschool teachers did not view economic sustainability as part of the preschool’s objectives and activities, or the children’s learning. Nevertheless, in the dialogues between preschool teachers and researchers it became clear that the preschool teachers worked with these issues daily in their routines and in children’s activities and play.

  • 42.
    Ärlemalm-Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Samuelsson, I. P.
    Early childhood education and care for sustainability: Historical context and current challenges2017In: Early Childhood Care and Education for Sustainability: International Perspectives, Taylor and Francis , 2017, p. 13-27Chapter in book (Other academic)
    Abstract [en]

    It is widely acknowledged that social, economic, environmental and political challenges are affecting young children’s lives all over the world. This chapter discusses Early Childhood Education and Care for Sustainability (ECECfS) from two perspectives: 1) placing ECECfS in its recent historical context; and 2) identifying the challenges early childhood education is in striving to contribute to a sustainable world.

  • 43.
    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 focus2008In: Comprehensions of citizenship and citizenship education. Rapport II från Comenius projektet EPT - European Portfolio for Teachers - Interpersonal, Intercultural, Social and Civic Competences for EURO Teachers, 2008, , p. 79-84p. 79-84Chapter in book (Other (popular science, discussion, etc.))
  • 44.
    Ärlemalm-Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sue, Elliott
    University of New England, Armidale, NSW, Australia .
    Transcultural explorations in nature based early childhood education: Sweden and Australia2018In: The Changing World of the Outdoor Learning in Europe / [ed] P. Becker., C. Loynes., B. Humberstone & J. Schirp, London: Routledge, 2018, p. 89-103Chapter in book (Refereed)
  • 45.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    ´An interest in the best for the world’?: Education for sustainability in the Swedish preschool2013Conference paper (Refereed)
  • 46.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Bland sandlådor, cyklar och bandyklubbor2009In: Förskoleforum, no 1, p. 33-37Article in journal (Other (popular science, discussion, etc.))
  • 47.
    Ärlemalm-Hagsér, Eva
    Göteborgs universitet, Sweden.
    Certified as a School for sustainable development -individual responsibility in a pluralistic and contradictive world.2011Conference paper (Refereed)
  • 48.
    Ärlemalm-Hagsér, Eva
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet.
    ‘Diploma of Excellence’ in Sustainable Development- Swedish preschools in focus.2011Conference paper (Other academic)
  • 49.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Education for sustainable development-Swedish research-some examples.2010Conference paper (Other academic)
  • 50.
    Ärlemalm-Hagsér, Eva
    Mälardalen University, School of Education, Culture and Communication.
    Ett hållbart förhållningssätt2007In: Förskoletidningen, no 5, p. 56-59Article in journal (Other (popular science, discussion, etc.))
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