Children's understandings of sustainability related topics and issues: A phenomenographic investigation seen through drawings and interviews with 6-8-year-old children

This study explored and described the varying ways a group of 6-8-year-old children understood sustainability-related topics and issues. The findings of this study revealed children’s understandings were experienced across six increasingly complex and inclusive action-orientated categories: Providing; Regulating; Educating; Helping; Innovating; and Connecting. This study drew on the theory and methodology of phenomenography. The implications from this research are relevant to teaching practice and may shift the ways teachers, and educators think about the competence and capability of young children to be involved in addressing complex and multifaceted issues that are relevant to their lived world