Toddlers and sustainability
How policy frameworks and teacher practices intersect in Sweden and Türkiye
Bibliographic Data
| ID | 21428005 |
|---|---|
| Authors | Deniz Kahriman-Pamuk (0000-0002-7028-6097, Mersin Üniversitesi, corresponding author), Yekta Koşan (0000-0001-9980-2246, Atatürk University), Ingrid Pramling Samuelsson (0000-0003-0321-3733, University of Gothenburg) |
| Year | 2026 |
| Pages | 1-14 |
| Publication date | 2026-06-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Environmental Education (JOURNAL) |
| Journal identifiers | ISSN: 0095-8964 • E-ISSN: 1940-1892 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00958964.2026.2687406 |
| OpenAlex | W7165899176 |
| Language | EN |
| References cited | 41 |
This study examines how Education for Sustainability (EfS) is interpreted and enacted in toddler classrooms, focusing on the interaction between policy frameworks and teachers’ daily practices in Sweden and Türkiye. Using a qualitative multiple-case design, data were collected through interviews, classroom observations, and document analysis in one preschool from each country. Findings reveal both shared commitments and notable differences. Swedish teachers approached EfS as a holistic, child-centered responsibility, positioning toddlers as active participants and embedding sustainability into everyday routines. In contrast, Turkish teachers implemented more structured, task-oriented activities, often shaped by developmental expectations, limited resources, and the absence of explicit EfS policy for children under three. Across both contexts, practices reflected an ongoing negotiation between systemic frameworks and classroom realities. The study highlights EfS in toddler education calls for stronger curricular integration and professional development while advancing debates on child agency and early sustainability pedagogies
Early childhood education · Environmental education · Public policy · Qualitative research · Semi-structured interview · Teacher education · Teaching method · Work (physics) · Early Childhood Education and Development · Environmental Education and Sustainability · Global Educational Policies and Reforms
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Turkish pre-service early childhood education teachers’ perceptions and practices of nature-based teaching on professional experience
Exploring conceptions of sustainability education in initial teacher education
Nurturing Sustainability in Toddlerhood
Education for sustainability in early childhood education
The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability
Revealing the research ‘hole’ of early childhood education for sustainability
Jumping in Sidewalk Puddles
| Citation velocity | historical |
|---|---|
| Highly cited | No |