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Research highlights a challenge in linking sustainability’s ecological, social–cultural, and economic dimensions. The study develops knowledge about preschool teachers’ professional understanding of education for sustainable development (ESD) in early childhood education by implementing and enhancing ESD operationalization in four Swedish preschools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/collective-resources-as-a-precursor-for-educating-children-toward-a-sustainable-global-world/601067/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/collective-resources-as-a-precursor-for-educating-children-toward-a-sustainable-global-world/601067.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What curriculum change motivates the study on sustainability in Swedish preschools?","Question",{"text":112,"@type":113},"Swedish preschool sustainability has been explicitly referenced in the curriculum, aiming to integrate sustainability holistically and coherently across children’s daily experiences through play, care, and education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research challenge does the abstract identify for achieving sustainability goals?",{"text":117,"@type":113},"It points to the difficulty of connecting sustainability’s three linked dimensions: ecological, social–cultural, and economic.",{"name":119,"@type":110,"acceptedAnswer":120},"How did teachers’ understanding of ESD change by the end of the project?",{"text":121,"@type":113},"Teachers increased their awareness of working with children and strengthened using each other as collective resources, leading to transformed themes including broadened sustainability awareness, ecology embracing culture, and expanded perspectives as factors of ESD.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601067,1792167241,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Collective Resources  \nas a Precursor for Educating Children Toward a Sustainable Global World  \nJonna Larsson and Ingrid Pramling Samuelsson University of Gothenburg  \nECNU Review of Education 2019, Vol. 2(4) 396–420 ª The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119886506](DOI: 10.1177/2096531119886506)[ ](DOI: 10.1177/2096531119886506)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Preserving and caring for nature in a sustainable way has long been part of Swedish preschool practice. However, recently has it been explicitly referenced in the Swedish preschool curriculum with the goal of incorporating sustainability holistically and coherently in all areas of children’s daily preschool experiences through play, care, and education. Research has revealed a potential roadblock to achieving this goal; the difficulty connecting the three inextricably linked dimensions of sustainability: ecological, social–cultural, and economic. The purpose is to generate knowledge about preschool teachers’ professional understanding of education for sustainable development (ESD) in early childhood education (ECE) by implementing and enhancing theoperationalization of such work in four Swedish preschools.  \nDesign/Approach/Methods: The design of the study rests on the involvement of teachers in work where they created sustainability activities supported by the Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC). The data consist of teachers’ narratives and interviews, and a qualitative content analysis is used from which a number of themes emerged. Findings: The initial interviews foregrounded three themes: the value of collective resources, the wonders of nature, and a global world. At the end of the project, the teachers’ expressions of their  \nCorresponding author:  \nJonna Larsson, Department of Education, Communication and Learning, University of Gothenburg, Box 300, S-405 30 Gothenburg, Sweden.  \nEmail: [jonna.larsson@ped.gu.se](jonna.larsson@ped.gu.se)  \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)).  \npractice revealed three qualitatively transformed themes: broadened awareness of sustainability, ecology embracing culture, and expanded perspectives, as factors of ESD.  \nOriginality/Value: Teachers did increase their awareness of working with children and expressed a strength in using each other as collective resources. By that, their professional understandings of ESD in preschool developed.  \nKeywords  \nCollective resources, preschool education, professional understanding, sustainability Date received: 14 June 2019; accepted: 15 October 2019  \nBackground  \nIn Agenda 2030 ([www.un.org](www.un.org); goal 4.2), it is stated that all countries by 2030 should “ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.” Today, only about 50% of children around the world receive care and education in early childhood settings, including preschool. Recognizing that today’s children will become the leaders of tomorrow, in this article, we argue for expanding and further integrating education for sustainable development (ESD) in early childhood education and care (ECEC) . ESD promotes a holistic view of sustainability, including environmental, economic, and","cbCairGgBmagiEmo","https://ap.wps.com/l/cbCairGgBmagiEmo","pdf",258405,25,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n## Keywords\n## Background","[{\"question\":\"What curriculum change motivates the study on sustainability in Swedish preschools?\",\"answer\":\"Swedish preschool sustainability has been explicitly referenced in the curriculum, aiming to integrate sustainability holistically and coherently across children’s daily experiences through play, care, and education.\"},{\"question\":\"What research challenge does the abstract identify for achieving sustainability goals?\",\"answer\":\"It points to the difficulty of connecting sustainability’s three linked dimensions: ecological, social–cultural, and economic.\"},{\"question\":\"How did teachers’ understanding of ESD change by the end of the project?\",\"answer\":\"Teachers increased their awareness of working with children and strengthened using each other as collective resources, leading to transformed themes including broadened sustainability awareness, ecology embracing culture, and expanded perspectives as factors of ESD.\"}]","Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World | PDF",1792091918,63]