Publication date
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Research aims
This work aims to redefine educational approaches towards sustainability, recognising that at the heart of our sustainability crisis lie social issues, not just environmental concerns. Throughout my research I consider sociodrama as a pedagogical tool for exploring the social dimension of sustainability beyond environmental emphasis, and probe into children’s perceptions of social issues. Ultimately, I hope to cultivate a fairer, more compassionate, and conscious society.
Research methodology
The research utilised a case study approach over 3 months, focusing on children 3-4 years of age, to explore children’s perceptions of social issues. Thematic analysis, employing an inductive logic, was used to identify emerging themes from the data collected, through video recordings, photographs, field notes, and artefacts. The study aimed to understand the effectiveness of sociodrama as a pedagogical tool for broadening children’s exploration of social and economic sustainability beyond the predominant environmental focus.
The 3 dimensions of sustainability
UNESCO defines sustainable development as balancing economic, social, and environmental needs. However, in Early Childhood Education and Care (ECEC), there’s a lack of focus on social sustainability compared to environmental issues. Tülin et al. (2021) found that discussions on environmental sustainability dominate research, while the social and economic dimensions receive less attention.
The EYFS and education for sustainability
In England, sustainability is integrated into the national curriculum, specifically in science and geography subjects across primary and secondary schools. This curriculum aims to prepare students with the knowledge needed to tackle climate change in the future. The Department for Education’s (DfE) updated statutory framework for the Early Years Foundation Stage (EYFS) provides guidance for children’s learning and development from birth to 5 years, alongside support for educators. However, the current EYFS framework (2021) does not address sustainability in early childhood education.
What is sociodramatic play?
The elements of a sociodrama session are the director, the participants, and the stage or scenic space. A sociodrama session is usually structured in 3 sections: warm-up, action or ‘drama’, and shared reflection or ‘love-back’ (Maciel, 2011). By proposing situations in which the children get involved with others in constructing a ‘what if’ situation, the teacher can propose different social scenarios as possible pedagogical intervention scenarios.
Ethical considerations
The ‘University Code of Practice for Non-Clinical Research Ethics on Human Participants’ was followed and my research abides by these guidelines. Participation was voluntary and consent was obtained from both, parents/guardians and participants (children). All the data gathered was safely stored and accessed only by the Principal Researcher. Anonymisation was used to prevent the re-identification of participants.
Key takeaways
- Sustainability is not just limited to the environmental issues, The 3 pillars of sustainability include social, economic and environmental.
- Sociodrama initiatives aimed at promoting social sustainability provide valuable platforms for actively listening to children’s voices, perspectives, emotions, and concerns.
Critical considerations
- How might shifting the focus of sustainability education from purely environmental concerns to include social dimensions impact educational practices?
- How can educators ensure that children’s voices and perspectives on social issues are effectively incorporated into sustainability education?
- What broader implications might redefining educational approaches towards sustainability have for fostering social change and promoting a more equitable society?
Explainer
Education for social sustainability encompasses fostering knowledge, skills, and attitudes that contribute to creating a socially sustainable society. This includes promoting awareness of social issues, developing critical thinking skills to address them, and cultivating values such as empathy and responsibility towards social justice and equity.
Sociodramatic play refers to a form of dramatic play where children engage in role-playing scenarios that reflect real-life situations. It involves imaginative storytelling, enactment of roles, and collaboration with peers to explore various social roles, relationships, and conflicts. Sociodramatic play provides opportunities for children to develop communication skills, empathy, problem-solving abilities, and social understanding in a supportive and creative environment.
References
Paoli, A. and F. Addeo, 2019. “Assessing SDGs: A Methodology to Measure Sustainability.” Athens journal of social sciences 6: 229-250
Department for Education, 2024. Statutory framework for the early years foundation stage. Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2 [Accessed 12th April 2024]
Department for Education, 2022. Sustainability & climate change: A strategy for the education & children’s services systems. Available at: https:// www.gov.uk/government/publications/sustainability-and-climate-change-strategy/sustainability-and-clima te-change-a-strategy-for-the-education-and-childrens-services-systems [Accessed 12th April 2024]
Grindheim, L. T., Bakken, Y., Hiis Hauge, K. & Presthus Heggen, M., 2019. Early childhood education for sustainability through contradicting and overlapping dimensions. ECNU Review of Education, 2(4), 374–395.
UNESCO (2018). Issues and Trends in Education for Sustainable Development. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000261445 [Accessed 12th April 2024]
Tulin Güler Yıldız, Naciye ztürk, Tülay İlhan İyi, Neşe Aşkar, ağla Banko
Bal, Sibel Karabekmez & Şaban H. l., 2021. Education for sustainability in early childhood education: A systematic review. Environmental Education Research, 27(6), 796–820. 10.1080/13504622.2021.1896680
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