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It links prior ECE research on sustainability to Biesta’s concepts of socialization, qualification, and subjectification. The study concludes that all four dimensions are required in ECE, showing how they can overlap and also act contradictively, while enabling children’s engagement with and disruption of established ways of thinking.",{"@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/early-childhood-education-for-sustainability-through-contradicting-and-overlapping-dimensions/601073/",{"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/early-childhood-education-for-sustainability-through-contradicting-and-overlapping-dimensions/601073.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main purpose regarding sustainability in early childhood education?","Question",{"text":112,"@type":113},"It examines how to broaden the understanding of sustainability so it becomes relevant for early childhood education using four dimensions: ecological, economic and social/cultural sustainability, and good governance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article connect sustainability in ECE to theoretical concepts?",{"text":117,"@type":113},"It relates prior sustainability-focused ECE research to Biesta’s concepts of socialization, qualification, and subjectification to frame how these dimensions matter in education.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key findings about the four dimensions of sustainability in ECE?",{"text":121,"@type":113},"The article finds that all four dimensions are necessary in ECE for sustainability, and it explains how the dimensions may overlap while also being contradictive.","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},601073,1792751178,{"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":24,"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","Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions  \nLiv Torunn Grindheim, Yvonne Bakken,  \nKjellrun Hiis Hauge and Marianne Presthus Heggen Western Norway University of Applied Sciences  \nECNU Review of Education 2019, Vol. 2(4) 374–395 ª The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119893479](DOI: 10.1177/2096531119893479)[ ](DOI: 10.1177/2096531119893479)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: The article investigates how to make a broader understanding of sustainability relevant for early childhood education (ECE) guided by the four dimensions suggested by United Nations Educational, Scientific and Cultural Organization: ecological, economic and social/cultural sustainability, and good governance.  \nDesign/Approach/Methods: Previous research on ECE on sustainability is discussed in relation to the four dimensions and to Biesta’s concepts of socialization, qualification, and subjectification. Findings: The investigation finds that all four dimensions are necessary in ECE for sustainability, and it suggests how the dimensions can be understood, how they may overlap, and how they can be contradictive.  \nOriginality/Value: The article depicts how children’s opportunities to engage and to disturb established ways of thinking can be facilitated through all dimensions.  \nKeywords  \nConflicts, dimensions of sustainability, early childhood education, overlaps  \nDate received: 28 June 2019; accepted: 5 November 2019  \nCorresponding author:  \nLiv Torunn Grindheim, KINDknow – Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures, Western Norway University of Applied Sciences, 5063 Bergen, Norway.  \nEmail: [ltg@hvl.no](ltg@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)).  \nIntroduction  \nEarly childhood education (ECE) is a rapidly growing field of both political and economic interest for early interventions to meet contemporary challenges (Biesta, 2014; United Nations [UN], 2015) . These interventions are often presented as methods for mending individual or grouprelated deprivations, such as class differences, immigrants’ limited knowledge of the local language, and behavioral or learning problems detected at an early age. This approach could be useful if we knew the answers to the problems we address. When facing concerns over the impacts of how we live our lives and how we manage natural resources, including the possibly negative ramifications of what might be seen as progress today, we realize that we do not have all the answers with regard to what these contemporary challenges are and how to handle them. Moreover, topics such as war, poverty, and climate change clash with an understanding of the optimal childhood spent in joy and harmony while being protected from dangers. Thereby, two contradictions are depicted: first, educating children without fully knowing what they need; and second, tackling real-life problems without curbing a happy childhood. These contradictions might explain why it has taken longer to address sustainability in ECE than in other parts of education (¨Arlemalm-Hagsr & Davis, 2014; Davis & Elliot, 2014) . The situation is beginning to change, however, and there are strong voices arguing for the importance of education for sustainability, even for young chil","cbCainBHx0eF7pQQ","https://ap.wps.com/l/cbCainBHx0eF7pQQ","pdf",271453,22,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Sustainability as a complex, multi-dimensional challenge\n## Contradictions and overlaps in ECE sustainability\n## The four dimensions: ecological, economic, social/cultural, and good governance","[{\"question\":\"What is the article’s main purpose regarding sustainability in early childhood education?\",\"answer\":\"It examines how to broaden the understanding of sustainability so it becomes relevant for early childhood education using four dimensions: ecological, economic and social/cultural sustainability, and good governance.\"},{\"question\":\"How does the article connect sustainability in ECE to theoretical concepts?\",\"answer\":\"It relates prior sustainability-focused ECE research to Biesta’s concepts of socialization, qualification, and subjectification to frame how these dimensions matter in education.\"},{\"question\":\"What are the key findings about the four dimensions of sustainability in ECE?\",\"answer\":\"The article finds that all four dimensions are necessary in ECE for sustainability, and it explains how the dimensions may overlap while also being contradictive.\"}]","Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions | PDF",1792091929,55]