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Findings show different emphases across the three sustainability dimensions and differing views on children’s agency and collaboration with families and communities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-critical-analysis-of-education-for-sustainability-in-early-childhood-curriculum-documents-in-china-and-norway/601072/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-critical-analysis-of-education-for-sustainability-in-early-childhood-curriculum-documents-in-china-and-norway/601072.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the main questions addressed by the article?","Question",{"text":63,"@type":64},"The article investigates how early childhood curriculum documents in China and Norway link to sustainability concepts and to ECEfS principles, including sustainability itself, children as agents of change, and sustainability in young children’s everyday lives.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What method does the study use to compare the curricula?",{"text":68,"@type":64},"It applies critical document analysis to compare landmark curriculum documents from both countries, using an analytical framework aligned to ECEfS ideas.",{"name":70,"@type":61,"acceptedAnswer":71},"What differences in sustainability dimensions are reported between China and Norway?",{"text":72,"@type":64},"China and Norway attach different importance to the social-cultural, economic, and environmental dimensions of sustainability; the study notes Norway’s more autonomous view of children’s agency and China’s greater emphasis on teachers’ support.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601072,1792193247,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway  \nMinyi Li  \nBeijing Normal University Yulin Zhang  \nAvenues World School-Shenzhen Lehan Yuan  \nBeijing Normal University ˚Asta Birkeland  \nWestern Norway University of Applied Sciences  \nECNU Review of Education 2019, Vol. 2(4) 441–457 ª The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119893483](DOI: 10.1177/2096531119893483)[ ](DOI: 10.1177/2096531119893483)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article examines how early childhood curriculum documents in two culturally different contexts are associated with current concepts of sustainability and principles of early childhood education for sustainability (ECEfS) in China and Norway.  \nDesign/Approach/Methods: Applying critical document analysis, the study explores a number of landmark curriculum documents from China and Norway, comparing the ways in which ECEfSis conceptualized, including the concept of sustainability, children as agents of change for sustainability, and sustainability in young children’s everyday lives.  \nFindings: Corresponding to the analytical framework, China and Norway attach different importance to the three dimensions of sustainability—social-cultural, economic, and environmental. For example, Norway has a more autonomous view of children’s agency, while China  \nCorresponding author:  \n˚Asta Birkeland, Faculty of Education, Culture and Sports, Western Norway University of Applied Sciences. Inndalsveien 28, 5063 Bergen, Norway.  \n[Email: Asta.Birkeland@hvl.no](Email: Asta.Birkeland@hvl.no)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \ngives more emphasis to teachers’ support. The two countries also have different perspectives on how to work with families and communities based on significantly different traditions and institutions. The comparative document analysis argues that predominant cultural dimensions in each context, such as collectivist and individualistic factors, may shape the understandings of sustainability in each country’s early years’ curriculum documents.  \nOriginality/Values: By broadening the focus on the social-cultural aspects of sustainability, this study extends the development of a culturally inclusive understanding of the concept of sustainability and contextualized/localized approaches to ECEfS across the globe.  \nKeywords  \nChildren’s agency, China, early childhood curriculum, early childhood education for sustainability (ECEfS), education for sustainable development (ESD), Norway  \nDate received: 12 February 2019; accepted: 9 November 2019  \nIntroduction  \nEducation is key to the global integrated framework of 17 Sustainable Development Goals (SDGs), which has been reaffirmed as a central concern by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (2015) . However, early childhood education (ECE) has been quite slow at addressing sustainable development (SD) issues and did not play an active role as some other education sectors in developing governmental policies and innovative practices during the United Nations’ Decades of Education for Sustainable Development in 2004– 2015. Nevertheless, the advocacy by World Organisation for Early Childhood Education (OMEP) has seen the contribution of ECE to a sustainable s","cbCaimwBxQ1Tzh1W","https://ap.wps.com/l/cbCaimwBxQ1Tzh1W","pdf",532421,17,"English","# Abstract\n# Introduction\n## Purpose of the article\n## Background and need for comparison\n# Methods (Design/Approach/Methods)\n# Findings","[{\"question\":\"What are the main questions addressed by the article?\",\"answer\":\"The article investigates how early childhood curriculum documents in China and Norway link to sustainability concepts and to ECEfS principles, including sustainability itself, children as agents of change, and sustainability in young children’s everyday lives.\"},{\"question\":\"What method does the study use to compare the curricula?\",\"answer\":\"It applies critical document analysis to compare landmark curriculum documents from both countries, using an analytical framework aligned to ECEfS ideas.\"},{\"question\":\"What differences in sustainability dimensions are reported between China and Norway?\",\"answer\":\"China and Norway attach different importance to the social-cultural, economic, and environmental dimensions of sustainability; the study notes Norway’s more autonomous view of children’s agency and China’s greater emphasis on teachers’ support.\"}]","A Critical Analysis of Education for Sustainability in Early Childhood Curriculum Documents in China and Norway | PDF",1792091925,43]