Integration of Economic Sustainability in Early Childhood Education : Mapping the Field

Introduction and research questions Despite children’s understanding of economic issues being identified as important for a sustainable society, the subject has been neglected in early childhood education by both researchers and educators. Education for sustainability emphasizes the development of the capacity of children to take responsible actions for a fair society for present and future generations. Researchers emphasize that issues concerning economic sustainability need to be included and handled in the Swedish preschool (Ärlemalm-Hagsér & Pramling Samuelsson 2018; Borg, 2017a; 2017b). The Swedish preschool curriculum also requires integration of the economic sustainability with social and environmental issues into preschool education (Skolverket, 2018). Although children are often directly or indirectly involved in economic transactions, studies on children’s understanding of the economy are scarce, resulting in a lack of evidence to guide teaching practices. The need to integrate the economic dimension of sustainability with its social and environmental dimensions, has been emphasized globally, because children’s knowledge of the daily economics of earning, consuming, borrowing and saving in an increasingly economically complex world, is crucial for a sustainable society. Therefore, a literature review is needed to map the field to identify what has been done and what needs to be conducted in the field of early childhood education for sustainability in relation to economic sustainability. The aims of this literature review have been: · to identify peer-reviewed journal articles or other literature reporting empirical studies concerning early childhood education for sustainability with a focus on issues related to economic sustainability; · to synthesize the key findings; and · to identify research needs suggested in the studies. Methodology To a large extent, economic and social factors contribute to environmental problems. The Global Goals and the 2030 Agenda for Sustainable Development (United Nations, 2015) seek to end poverty and hunger, and ensure protection of the planet and its natural resources. Since early childhood education is effective in forming children’s attitudes and behaviours, economic issues need to be taught in preschool so that children learn how to cope with their everyday economic issues. A holistic approach to sustainability that considers economic sustainability as an integral part of environmental and social sustainability, is used as a conceptual framework. The methodology included establishing inclusion and exclusion criteria, identifying relevant search terms, searching articles in selected databases, screening and selecting articles, and extracting data according to preselected categories. Apart from database search, hand searches and reference list searches were conducted. In addition, relevant literatures known to authors are also included. A thematical contentt analysis is on progress. We will consider ethical issues related to included original studies and to the review itself. The literature review is based on previously published research which does not actualize research ethics that are primarily about how participants are informed and treated before, during and after (when publishing) studies. If we identify ethical issues in any of the studies our review covers, we will comment on this in connection with the study (s). Findings A content analysis has been undertaken for the study. The preliminary findings of the review are: · Only a limited number of studies addressing the economic world of young children (below 6 years) have been undertaken. · The integration of the economic sustainability in preschool education has been found to be challenging by many teachers. · Young children have some knowledge about wealth and poverty concerning economic inequality and unfair distribution of resources. Conclusion and recommendations for theory and practice The review is intended to provide researchers and practitioners with an overview of the current situation and research needs to offer support and guidance for future practices, strategies, policies and priorities. References Ärlemalm-Hagsér, E. & Pramling Samuelsson, I. (2018): Early childhood education and care for sustainability – Historical context and current challenges. In Valerie Huggins & David Evans eds: Early Childhood Care and Education for Sustainability, pp. 13–27. London: Routledge. Borg, F. (2017a): Kids, cash and sustainability: Economic knowledge and behaviors among preschool children. Cogent Education 4(1). Borg, F. (2017b). Economic (in)equality and sustainability: Preschool children’s views of the economic situation of other children in the world. Early Child Development and Care, 1-15. Skolverket. (2018). Curriculum for the Preschool 2018. The Swedish National Agency for Education. . Stockholm: Skolverket. United Nations. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. United Nations. Retrieved from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=