Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory. / Feriver, Şebnem; Olgan, Refika; Teksöz, Gaye et al.
in: Systems Research and Behavioral Science, Jahrgang 39, Nr. 1, 01.01.2022, S. 85-103.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory
AU - Feriver, Şebnem
AU - Olgan, Refika
AU - Teksöz, Gaye
AU - Barth, Matthias
N1 - Publisher Copyright: © 2020 John Wiley & Sons, Ltd.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - The new generation spend a considerable amount of their time in formal education settings. Only a small fraction of this time is allocated to equipping children with the ability to deal with sustainability issues and so empowering them to respond to the key challenges of our time. Systems thinking (ST) has been promoted as a way of responding to these challenges by facilitating the understanding of complex dilemmas and mitigating them. The aim of this multiple case study is to shed light on the impact of early childhood education (ECE) settings on the ST skills of preschool children aged between four and six. For this purpose, we developed a strategy and instruments to determine ECE setting variables that could potentially be taken into consideration in ST education. We applied this methodology to contrasting cases from Turkey and Germany. The findings have important implications for policy makers, researchers and ECE teachers.
AB - The new generation spend a considerable amount of their time in formal education settings. Only a small fraction of this time is allocated to equipping children with the ability to deal with sustainability issues and so empowering them to respond to the key challenges of our time. Systems thinking (ST) has been promoted as a way of responding to these challenges by facilitating the understanding of complex dilemmas and mitigating them. The aim of this multiple case study is to shed light on the impact of early childhood education (ECE) settings on the ST skills of preschool children aged between four and six. For this purpose, we developed a strategy and instruments to determine ECE setting variables that could potentially be taken into consideration in ST education. We applied this methodology to contrasting cases from Turkey and Germany. The findings have important implications for policy makers, researchers and ECE teachers.
KW - bioecological theory of human development
KW - early childhood education setting
KW - preschool education
KW - sustainability
KW - systems thinking
KW - Sustainability education
KW - Sustainability sciences, Communication
UR - http://www.scopus.com/inward/record.url?scp=85094188137&partnerID=8YFLogxK
U2 - 10.1002/sres.2749
DO - 10.1002/sres.2749
M3 - Journal articles
AN - SCOPUS:85094188137
VL - 39
SP - 85
EP - 103
JO - Systems Research and Behavioral Science
JF - Systems Research and Behavioral Science
SN - 1092-7026
IS - 1
ER -