From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for the future, which does not separate play from learning but draws upon the similarities in character in order to promote creativity in future generations. Introducing the notions of act and object of learning and play (by act we mean how children play and learn and with the object we mean what children play and learn) we will chisel out an alternative early childhood education approach, here called developmental pedagogy, based on recent research in the field of play and learning, but also related to earlier approaches to early education.

This article is a theoretical discussion on the dimensions of learning in play and the dimensions of play in learning, using the playful interaction between children and teachers as a starting point. From an empirical study observations of two situations were chosen, one from a mealtime and one of children’s play, both typical examples of playful interactions between teachers and children. The aim of the analysis was to detect and understand whether play and learning could be involved and how these dimensions might be expressed by children and teachers in the interactions. In research, as well as in the preschool practice, play and learning have been kept apart. Today the difference between these two concepts seems to be less well defined Joy, creativity, creation of meaning and children’s possibilities to control and form goals are especially pointed out as dimensions that all seem possible and important in both play and learning. Play is pointed out as an important part of the learning process, and the teacher’s responsibility for play and learning has been elucidated in new curricula. Our analysis of the observations shows that although both of the situations were different in character, dimensions of play and learning were found in each of them. In our first example the act of play and learning was to follow the child, while the second one deals more with an act of both words and actions, and focuses on children’s interest in order to make them involved. Encouragement, imitation and communication become prominent in both of the situations, as well as joy, creativity, creation of meaning and children’s possibilities to control and form goals. The study highlights the importance of the teachers when it comes to the development of a situation of interplay, and how this situation will appear to the children. Play and learning are dimensions that stimulate each other and could be seen as an indivisible entirety, which is a part of children’s experiencing, and which helps them create an understanding of their surrounding world in a lifelong process.

The novel coronavirus, also known as COVID-19, has moved rapidly across the world in 2020. This article reports on the recent consequences of the pandemic for early childhood education in Sweden, Norway, and the United States. The authors illustrate the effects of the pandemic on preschools in their countries, against a backdrop of frequent changes in infection and mortality rates, epidemiological understandings, government strategies, and mitigation strategies regarding preschool closures. Teachers report their experiences and actions in specific early childhood education settings, across the three national contexts. These experiential snapshots identify program priorities, parents’ and children’s reactions, and the commitment and concerns of teachers. The conversations reveal culturally situated similarities of early childhood educational practices but also differences across contexts. Teachers report on the challenges of their experiences but also benefits for their practice and how they engage with children and their families. Ideas about future preparedness for such pandemics are also discussed.

This article discusses how early learning might be made sustainable for children. It considers the application of Goal 4 of the Sustainable Development Goals to early childhood education to ensure that inclusive and equitable quality education that promotes lifelong learning opportunities is available to all children. Early childhood practitioners and researchers are encouraged to implement curricula and pedagogies that can support sustainable learning. While educational research about sustainability is necessary, understandings of sustainability policies and values are also required. Values related to sustainability promote a certain type of pedagogy in which the child should be allowed to take initiatives, think, and reflect. This requires high-quality early childhood education. How sustainability concepts can be applied to both content and pedagogy are discussed, as well as different preconditions that are necessary so that all children can access education for sustainability. Important preconditions of education for sustainability include a need for awareness that lifelong learning is applicable to early childhood education, as well as educated staff who are aware about what is relevant for young children to learn about sustainability. Cet article discute de la façon dont l’apprentissage dès le plus jeune âge pourrait être rendu durable pour les enfants. Il examine l’application à l’éducation préscolaire de l’objectif 4 des Objectifs du Développement Durable (ODD) pour assurer à tous les enfants l’accès à une éducation de qualité, inclusive et équitable, permettant des apprentissages tout au long de la vie. Les professionnels et les chercheurs de la petite enfance sont encouragés à mettre en œuvre des programmes d’études et des pédagogies qui peuvent soutenir l’apprentissage durable. La recherche sur l’éducation durable est nécessaire, mais il faut aussi comprendre les politiques et les valeurs en matière de durabilité. Les valeurs relatives à la durabilité promeuvent un certain type de pédagogie dans laquelle on devrait permettre à l’enfant de prendre des initiatives, penser et réfléchir. Ceci exige une éducation de grande qualité pour la petite enfance. L’article aborde la manière dont les concepts de durabilité peuvent être appliqués tant au contenu qu’à la pédagogie ainsi que les différentes conditions préalables nécessaires pour que tous les enfants puissent avoir accès à une éducation durable. Ces importantes conditions préalables de l’éducation au développement durable incluent une prise de conscience que l’apprentissage tout au long de la vie est applicable à l’éducation préscolaire, ainsi qu’un personnel instruit, informé de ce qu’il est pertinent que les jeunes enfants apprennent au sujet du développement durable. Este artículo discute de qué manera el aprendizaje temprano podría hacerse sostenible para los niños. Este artículo considera la aplicación del Objetivo número 4 de los objetivos de desarrollo sostenible (ODS) para a la educación de la primera infancia, la que pretende asegurar una educación de calidad inclusiva y equitativa, que promueva oportunidades de aprendizaje permanente, disponible para todos los niños. Educadores para la primera infancia e Investigadores son alentados a implementar currículo y pedagogías que puedan apoyar el aprendizaje sostenible. Mientras que la investigación educativa acerca de la sostenibilidad es necesaria, también se requiere entendimiento de las políticas de sostenibilidad y valores. Valores relacionados con la sostenibilidad, promueven un cierto tipo de pedagogía en la cual al niño se le permitirá tomar iniciativas, pensar y reflexionar. Esto requiere una educación de primera infancia de alta calidad. Cómo conceptos de sostenibilidad son discutidos y pueden ser aplicados en ambos, contenidos y la pedagogía, tanto como las diferentes condiciones previas que son necesarias para que todos los niños puedan acceder a una educación para la sostenibilidad. Importantes condiciones previas para una educación para la sostenibilidad incluyen la necesidad de conciencia que los aprendizajes para toda la vida son también aplicables para la educación de la primera infancia, tanto como, equipos profesionales educados que tienen conciencia de lo que es relevante que aprendan los niños sobre la sostenibilidad.

Although children’s participation and agency are highly prioritized in early childhood education for sustainability, both researchers and educators have paid little attention to this topic. This paper explores how the revised preschool curriculum Lpfö2018 in Sweden addresses education for sustainability (EfS) with regards to children’s participation and agency. A sociocultural perspective on agency combined with a holistic view of sustainability was used, while a critical content analysis was conducted to investigate major changes in the curriculum in relation to both EfS and children’s participation and agency. Findings show that the curriculum Lpfö2018 has explicitly introduced the concept of sustainability from a holistic perspective, integrating environmental, social, and economic dimensions. Children are recognized as competent beings who can actively participate in and influence their learning. Moreover, the notion of transformative learning has been observed in the curriculum, which emphasizes changes in the ways children think, act, and learn in relation to sustainability.