1. Introduction

2. Materials and Methods

3. Findings

3.2. Teacher`s Daily Practices

3.2.1. The Social and Cultural Dimension of Sustainability

The social and cultural dimensions of sustainability were prominently represented through books, pictures, toys, and the promotion of social-cultural diversity, equality, and equity.

Representations in books, pictures, toys, etc.

In the toddler group, books, images, and materials were intentionally selected to avoid cultural and social stereotypes. For example, picture books portrayed women in non-traditional gender roles, such as scientists, engineers, and astronauts, challenging the stereotype that certain jobs are only suitable for men or women. Similarly, toy sets included a diverse range of characters with different skin colours, disabilities, and backgrounds, reflecting the diversity of the world around them. Children were frequently exposed to these materials, organised for easy access in the classroom, toilet, hallway, and garden.

Teachers often read these books to the children, who not only showed interest but also actively engaged in exploring them independently. During an observation on February 10, 2024, one of the children was particularly drawn to a new book about disabled children. T2 invited the child to investigate the book together and read it aloud. In the interviews, T2 mentioned:

“In the toddler group, we consciously choose books, images, and materials that challenge cultural and social stereotypes. We aim to foster an inclusive and respectful environment where children can learn about different cultures, traditions, and lifestyles from a young age”.

The teachers' daily practices demonstrate a deliberate effort to incorporate sustainability's social and cultural dimensions into the learning environment. By selecting materials that challenge traditional stereotypes and represent diverse cultures and abilities, the teachers promote values of inclusion and respect. The presence of books featuring women in STEM roles and toys depicting characters with various backgrounds allows children to see a broader spectrum of societal roles and identities.

The observation of T2 engaging with a child interested in a book about disabled children illustrates how teachers facilitate discussions on diversity and inclusion. By actively participating in the child's exploration, the teacher reinforces the importance of understanding and accepting differences. Table 1 presents examples of materials and activities used to promote social and cultural diversity.

Promoting social and cultural diversity

Local documents and plans emphasise the importance of cultural diversity. As stated in Lpfö 18:

“The preschool is a social and cultural meeting place that should promote children’s understanding of the value of diversity. Awareness of different living conditions and cultures can help to develop an ability to understand and empathise with other people’s conditions and values” (27, p.6).

The curriculum highlights that children's understanding of languages and cultures should be enhanced. During observations, it was noted that multilingual children were encouraged to use their mother tongue, and teachers acknowledged the presence of multiple languages among the children. For instance, during circle time, they counted numbers first in Swedish, then in Arabic, and finally in Turkish, acknowledging the presence of a researcher from Turkey. This practice emphasised the value of multilingualism in the classroom and helped children feel confident that their mother tongue held value.

Teachers endeavoured to learn essential words in the children's mother tongues to facilitate communication, especially when multilingual children had difficulties communicating in Swedish. For example, during an observation on December 3, 2023, T2 attempted to communicate with a child in her mother tongue to ask if she wanted water. In conversations with teachers, T1 emphasised: “Our responsibility is to understand and support the children, striving to provide an inclusive learning environment”.

Figure 1. A note for preschool teachers to remind one of the child’s mother tongue.

Figure 1. A note for preschool teachers to remind one of the child’s mother tongue.

Awareness of different living conditions and traditions was also highlighted during observations on November 28, 2023. Additionally, there was a child in the classroom with special needs, and teachers made concerted efforts to understand and accommodate these needs, fostering an inclusive environment that respects and values individual differences.

Table 2. Practices Promoting Social and Cultural Diversity.

Table 2. Practices Promoting Social and Cultural Diversity.

Practice	Description	Observed Impact
Multilingual activities	Counting numbers in different languages during circle time	Valued linguistic diversity; boosted children's confidence in using their mother tongue
Learning Essential Words	Teachers learning words in children's mother tongues	Improved communication; strengthened teacher-child relationships
Inclusive Support for Special Needs	Accommodating children with special needs	Fostered an inclusive environment; respected individual differences
Cultural Awareness Activities	Highlighting different living conditions and traditions	Enhanced empathy; broadened children's understanding of diverse cultures

Promoting equality and equity

In the classroom, numerous visuals related to the UN Convention on the Rights of the Child were displayed, including posters, pictures, and brochures. T2 commented on how they value children's rights:

“We sometimes open all the doors at our department. Children can freely visit all the rooms and play whatever they want. We organise our learning environment based on their interests and convenience. For example, we had a bird project. We built a nest and started to observe it in the classroom. We realised some children had difficulty seeing the birds entering the nest. Therefore, we decided to move all the tables near the windows. So, all can observe during breakfast or lunchtime. We also put a platform on the wall to make it visible outdoors to shorter children.

On November 20, 2023, we observed the Children's Rights Day celebration. The children learned a song about their rights. Subsequent observations noted that some children memorised and sang the song during playtime. We also observed children participating in decision-making processes. For example, on March 22, 2024, the children chose what to eat for lunch. Teachers hung pictures of meals on the wall. After an explanation, the children used pins to indicate their preferred meals. These meals were then scheduled to be cooked at the school's planned time.

Table 3. Practices Promoting Equality and Equity.

Table 3. Practices Promoting Equality and Equity.

Practice	Description	Observed Impact
Visual Displays of Children's Rights	Posters and materials related to the UN Convention on the Rights of the Child	Raised awareness of rights; fostered discussions
Adaptive Learning Environment	Adjusting classroom setup to meet children's needs (e.g., bird project)	Ensured equal access; addressed individual needs
Participation in Decision-Making Process	Children choosing meals and activities	Empowered children; promoted autonomy and responsibility
Celebrating Children's Rights Day	Teaching songs and activities about children's rights	Reinforced understanding of rights; engaged children in meaningful learning

Overall Integration of the Social and Cultural Dimension

The preschool's approach effectively integrates the social and cultural dimensions of sustainability into early childhood education through intentional, inclusive, and age-appropriate practices. By promoting diversity, equality, and inclusion through carefully selected materials, multilingual activities, and participatory decision-making, the initiatives foster an environment where all children feel valued and respected. Collaboration with families and alignment with the curriculum amplify the impact, demonstrating a comprehensive strategy for nurturing social and cultural sustainability from a young age.

3.2.2. The Economic Dimension of Sustainability

The economic dimension of sustainability was primarily represented in the preschool settings through practices of consumption, reuse and sorting, co-use, and the sharing and redistribution of materials and resources.

Consumption

In the preschool environment, various visual aids such as charts, graphs, and infographics were utilised to promote sustainable practices among the children, particularly in reducing the consumption of water, paper, and food. Signs like "Take 1" on toilet paper dispensers encouraged mindful use. Conservation became integral to the children's daily routines as they actively participated in activities to conserve materials and resources such as water, electricity, and paper. Teachers supported children in minimising food waste by encouraging them not to leave meals on their plates.

On February 1, 2024, a new project on food waste reduction was initiated. Teacher T1 prepared a chart to record the measurements of leftover food on each child's plate. After breakfast, one child collected all the leftover food into a cup, which the teacher then weighed. The teacher communicated the amount to the children simply, discussed the findings with them, and motivated them to reduce food waste by leaving less food on their plates.

Teachers consistently encouraged children to use less water while washing their hands. On February 7, 2024, an experiment on water conservation was conducted with illustrative images emphasising the importance of water. The experiment was divided into two phases. First, children were asked to wash their hands as usual, fully opening the tap. The water used by one child was collected in a bottle to measure the quantity. Then, the children were instructed to open the tap only partially while washing their hands. The water used was again collected in a separate bottle. By comparing the two bottles, the children could visually understand the substantial amount of water wasted when the tap was fully opened. This tangible demonstration effectively highlighted the importance of careful water use. Following the experiment, the teacher displayed a poster about water conservation in the bathroom (Figure 2) as a constant reminder.

During an interview, Teacher T2 commented on their support for the "Getting Children Free from Diapers Earlier" project run by OMEP (World Organization for Early Childhood Education):

"It is alarming that children nowadays use diapers much longer than before, which is not good for them and not sustainable for our environment. As preschool teachers, our goal is to help children become nappy-free earlier. We collaborate with families and encourage children by introducing a potty early on in our group, creating an awareness about sustainability."

By promoting earlier potty training, the preschool aims to reduce both environmental impact and economic costs associated with diaper use, which poses a sustainability challenge due to their cost and the significant waste they generate.

Table 4. Consumption Reduction Practices and Observed Impacts.

Table 4. Consumption Reduction Practices and Observed Impacts.

Practice	Description	Observed Impact
Water Conservation Experiment	Comparing water usage between fully opened and partially opened taps	Children became more mindful of water usage, visual understanding of conservation
Food Waste Measurement	Weighing leftover food and discussing results with children	Reduction in food waste: children are more conscious about taking appropriate portions
Diaper Use Reduction Initiative	Encouraging earlier potty training in collaboration with families	Decreased diaper usage; cost savings; environmental benefits

Reuse and sorting

Toddlers were actively encouraged to participate in various activities related to reusing and sorting waste, making it an integral part of their daily routine at preschool. For instance, after every meal, they disposed of their food scraps in the compost bin—a customary mealtime practice. Both the classroom and the school garden featured several recycling bins. The children knew which type of waste belonged in each bin and used them regularly. Every day, a group of children and a teacher would dispose of compost and other waste into designated containers in the garden. On Fridays, they discarded paper and other recyclable items. Additionally, the preschool had a storage area where they collected reusable materials like egg cartons and milk boxes for future use. Children used reusable containers and bottles for art activities, and books about reusing and sorting were available to educate them further.

The school partnered with a company to spark children's interest in reusing and sorting. This company created animated characters called "Sopsamlarmonster" (Garbage Sorting Monsters). Each monster had unique movements or exercises reflecting its characteristics. They resided in the forest near recycling centres and were responsible for collecting specific types of trash. There were 19 Sopsamlarmonsters, each specialising in a particular kind of waste—for example, "Metallika" collects metal, "Pappis" gathers old paper packaging, "Kompostina" collects food scraps, and "Flamman" takes items that no one else wants. Teachers incorporated these monsters into storytelling, songs, crafts, and role-playing activities. These characters entertained the children while educating them about reusing and sorting, promoting physical activity and interactive play.

During interviews, T3 emphasised that using these monster characters has been effective in motivating young children to sort their garbage:

“The children have demonstrated the ability to learn which items belong in which bins and have clearly understood how to differentiate between them. Incorporating characters, stories, songs, and role-playing in Education for Sustainability is an effective way to make the concept more tangible and engaging for younger children.”

The children also exhibited adaptive behaviours related to reusing and sorting. On February 1, 2024, we observed a child who dropped a piece of apple while eating. Without teacher guidance, the child picked up the apple piece from the ground and placed it in the compost bin. On November 22, 2023, one of the teachers brought an old cabinet to the classroom. T3 explained to the children that she used this cabinet in her kitchen but no longer needed it after moving to a new house. She thought it would be a good idea to bring it to the classroom so the children could use it as a sitting bench, a car, or anything else they imagined. The children were delighted and even played hide-and-seek around it. They began using it as a sitting bench and climbing area in the classroom. There was also a rainwater storage system in the garden. On March 4, 2024, a teacher and a group of children went outside to collect water from the rainwater storage and used it to water the plants in the classroom. We noticed that children and teachers actively used the stored water for various purposes.

Table 5. Reuse and Sorting Practices and Observed Impacts.

Table 5. Reuse and Sorting Practices and Observed Impacts.

Practice	Description	Observed Impact
Waste Sorting Activities	Children sorting recyclables into designated bins	Increased understanding of recycling; active participation in waste management
Composting	Disposing of food scraps into compost bins after meals	Awareness of organic waste recycling; contribution to garden compost
Sopsamlarmonster Integration	Using animated characters to teach about recycling	Enhanced engagement in learning about sorting; improved retention of recycling concepts
Reuse of Materials	Collecting reusable items for art activities; repurposing old furniture	Promotion of creativity; understanding of reusing materials instead of discarding
Rainwater Storage Usage	Collecting rainwater for watering plants	Understanding of water conservation; practical application of resource reuse

Co-use, sharing and redistribution of materials and resources

Toddlers at the preschool were encouraged to share and redistribute materials and resources, making it a fundamental part of their school experience. A large cabinet at the entrance served as a communal space where teachers, children, and parents actively contributed clothing. Teachers hung clothes left at school from previous years, while parents added clothes and shoes that had become too small for their children. Children in need and teachers from other units could freely take items from this cabinet. For example, on February 16, 2024, a girl found her shoes were wet and could select another pair from the cabinet. Similarly, on March 21, 2024, when a boy did not have enough clothes to change into, Teacher T3 helped him choose attire from the collection. This practice ensured that all children had access to necessary clothing while promoting the reuse of resources.

In addition to swapping clothes, teachers organised visits to the library with the children, where they exchanged books (April 12, 2024). T3 highlighted:

“This practice is an excellent way to promote reading and sharing educational resources. It is a great example for our toddlers to understand the meaning of sharing. When we all share, we always have more.”

These library visits encouraged literacy and taught children the value of sharing and collective use of resources.

T1 shared her personal experiences with the sharing economy. Growing up on a farm, she recalled sharing materials and resources: “We used to give meat to our neighbour, and I'd get some milk back. I believe this bartering system allowed everyone access to different resources and ensured that nothing went to waste.”

She added that she still practices this sharing by swapping clothes with friends and family instead of buying new ones, and she strives to inspire families and children to do the same.

Table 6. Co-use and Sharing Practices and Observed Impacts.

Table 6. Co-use and Sharing Practices and Observed Impacts.

Practice	Description	Observed Impact
Clothing Exchange Cabinet	Communal cabinet where clothing and shoes are shared among children, teachers, and parents	Ensured all children had necessary clothing; promoted reuse and sharing values
Book Exchange at Library	Regular visits to the library to exchange books	Encouraged literacy; taught the value of sharing educational resources
Sharing Economy Examples	Teachers sharing personal experiences of bartering and swapping resources	Inspired families to adopt sharing practices; reinforced community values

Overall Integration of the Economic Dimension

The preschool's approach effectively integrates the economic dimension of sustainability into early childhood education through practical, engaging, and age-appropriate methods. The initiatives educate children and produce tangible economic and environmental benefits by focusing on consumption reduction, waste minimisation, and resource conservation. Collaboration with families and participation in larger projects amplify the impact, demonstrating a comprehensive strategy for fostering sustainability from a young age.

3.2.3. The Ecological/Environmental Dimension of Sustainability

The ecological and environmental dimension of sustainability was prominently represented through the subtitles about nature, protecting and caring for the environment, and integrating nature into the preschool experience.

About Nature

The classroom offered a variety of materials and resources focused on nature and the environment. Numerous books, cards, toys, and other educational materials related to nature were available for the children to explore. The classroom was adorned with pinecones, dried leaves, flowers, and branches, bringing elements of the outdoors inside. Bug observation kits and magnifying glasses were also provided, encouraging the children to engage actively with natural specimens.

Teachers consistently organised the classroom to foster a stronger connection between the children and nature. For example, on March 11, 2024, Teachers T1 and T2 rearranged the tables and chairs to give all the children an unobstructed view of the outdoors. This allowed them to observe a bird's nest and the birds living there, further strengthening their connection with the natural world. We observed a variety of projects and activities related to water, weather, planting, and birds, in which the children were encouraged to participate regularly. One inspiring initiative was the plantation project designed to introduce the children to scientific concepts about nature.

On March 21, 2024, the children were thrilled to participate in a planting activity during circle time. The teachers used a puppet to tell a story about a growing flower, capturing the children's attention and sparking their curiosity. They then conducted a long-term science experiment involving planting seeds and observing the plants' growth over time. Throughout the process, the teachers guided the children on properly watering the plants and placing them in spots with adequate sunlight. Over the following days, the children eagerly observed the plants' changes and continued caring for them. By the beginning of summer, on June 3, 2024, they began to enjoy the produce they had grown.

As part of their curriculum, the school also had a bird project to teach children about different bird species and their behaviours. An actual nest on a tree behind the classroom allowed the children to observe birds coming and feeding. During an interview, Teacher T2 explained:

"During the project, the children listened to various bird voices and learned to identify different species based on their unique sounds. We also involved them in role-playing activities about birds, where they wore different masks and hats to represent different species. This helped them understand the characteristics and behaviours of different birds. To make the learning experience more interactive, we created a big bird nest from cardboard for the children to enter and role-play as birds. The classroom was also arranged to optimise the view of the birds and their nests. The children could observe how birds build their nests and care for their young. Overall, the bird project was an excellent way for the children to learn about nature and the importance of preserving different species. I believe the children developed an appreciation for birds and their unique characteristics, which will stay with them for years."

Table 7. Activities Engaging Children with Nature.

Table 7. Activities Engaging Children with Nature.

Practice	Description	Observed Impact
Classroom Nature Materials	Inclusion of natural items (pinecones, leaves) in the classroom	Enhanced connection with nature; sensory engagement
Planting Project	Planting seeds and observing growth over time	Understanding of plant life cycles; responsibility in caring for plants
Bird Project	Observing actual bird nests, role-playing as birds	Awareness of bird species; appreciation for wildlife
Rearranging Classroom Layout	Adjusting the classroom to provide unobstructed outdoor views	Increased observation of nature; integration of indoor and outdoor learning

Protecting and caring for nature

During our observations, we noted that teachers actively aimed to raise children's awareness about protecting and caring for nature. On a rainy day (March 22, 2024), a large piece of cardboard was found in the school garden. Teacher T2 invited interested children to discuss what would happen if the cardboard remained in the garden and what they should do with it. Together, they brought it into the classroom to let it dry. After it dried a few days later, they placed it in the recycling bin. In an interview, T1 shared an example:

“Today, the children found a worm and said, ‘Oh, look! It's tiny. We need to take care of it. We can put it in our planting area because it can live there.’ And they carefully moved the worm. They know there's air and food for it in the planting area. We don't just do activities about this; we also talk about it during their play, mealtime, whenever we find an opportunity. Then, a child found a snail while playing and said, ‘We have to put the snail here,’ he did. We started singing the song ‘Little snail, watch out, watch out’ They understand that they are big, but snails are small, so we need to take care of them and protect them.”

T1 added, “Taking care of nature is crucial. We should pay attention to the smallest creatures, such as a lonely spider, and interact with them respectfully. It's important to recycle and not litter. We must be careful not to harm tiny creatures like ants and avoid stepping on them. When we encounter animals like spiders or ants in our room, we should handle them carefully and release them outdoors unharmed. We must take care of animals since they're essential to nature. Animals in their natural habitat should be welcomed, not feared. It's crucial to understand the significance of nature and animals and treat them with care and respect.”

Toddlers were also encouraged to identify environmental problems in nature, and teachers motivated them to protect and care for their local surroundings. During a forest visit on April 2, 2024, the children wanted to pick up trash they found on the ground. They returned it to the classroom and placed it in the appropriate recycling bins. Similarly, on April 10, 2024, the children saw a piece of paper while playing in the school garden. They picked it up, told the teacher that it did not belong in nature, and put it in the recycling bin. T3 mentioned that the children's actions inspire their families:

“When the children start picking up trash from the ground, their parents also become interested in doing the same. One parent shared an incident with me about their forest walk where their child spotted water bottles on the ground and suggested that they collect them and give them to the teacher for recycling.”

Table 8. Activities Promoting Protection and Care for Nature.

Table 8. Activities Promoting Protection and Care for Nature.

Practice	Description	Observed Impact
Cardboard Recycling Initiative	The children found and decided to recycle a piece of cardboard	Understanding of recycling; problem-solving skills
Caring for Small Creatures	Respectful interactions with worms, snails, spiders, ants	Development of empathy; appreciation for all living things
Trash Collection during Forest Visits	Children collected trash found in nature and recycled it	Environmental responsibility: proactive care for the environment
Family Influence	Children's actions inspiring sustainable practices at home	Extended impact beyond preschool; family engagement in sustainability

Integrating nature into the preschool experiences

Toddlers were given numerous opportunities to spend time in and explore nearby natural parks, forests, and local environments throughout different seasons of the year. They regularly engaged in activities that allowed them to discover the natural world firsthand. T1 remarked,

“Even though they are very young, we always dare to walk in the forest. It can be challenging to move around with such young children, but we see how happy they are in the forest, how much they enjoy smelling the flowers, how they wonder where the flowers are in the winter, and how surprised they are when the flowers bloom in the spring.”

The children spent most of their time outdoors. The school is near a forest and a small waterfall, which the children often visit. On November 30, 2023, they visited the waterfall and listened to the soothing sound of the water. The children were fascinated by the experience, and the teachers took the opportunity to discuss the different animals living in and around the water. The group even talked about various fish species found in the ocean.

Figure 3. The children are visiting the forest.

Figure 3. The children are visiting the forest.

During an interview, T2 shared insights from a forest trip where a child noticed that the swamps disappear when spring arrives and flowers bloom. She recounted,

“Recently, we also went to the same area to gather flowers. We visited the same place during winter when Lion shouted, -What happened to the swamps? They're gone, and the flowers are here.-. We are always mindful of how nature changes based on the weather and observe and discuss it with each other. For instance, we might say, -See that tree? It's brown now, but it'll be greener in the spring. Can you smell the flowers?- We always try to be observant and appreciate the beauty of nature around us.”

Table 9. Integrating Nature into the Preschool Experience.

Table 9. Integrating Nature into the Preschool Experience.

Practice	Description	Observed Impact
Forest Walks	Regular visits to the forest and natural areas	Joy and happiness in nature; development of observational skills
Waterfall Visits	Listening to water sounds; discussing aquatic life	Fascination with natural phenomena; learning about ecosystems
Observing Seasonal Changes	Noticing differences in nature across seasons	Understanding of environmental cycles; enhanced appreciation
Flower Gathering	Collecting flowers; sensory exploration	Sensory engagement: fostering curiosity and wonder

Overall Integration of the Ecological/Environmental Dimension

The preschool integrates sustainability's ecological and environmental dimensions into early childhood education through immersive, hands-on, and age-appropriate activities. By bringing nature into the classroom, engaging in outdoor exploration, and fostering a culture of care and respect for the environment, the initiatives educate children and instil values of environmental stewardship. Collaboration with families and the community amplifies the impact, demonstrating a comprehensive strategy for fostering ecological sustainability from a young age.

4. Discussion

5. Implications and Limitations

6. Suggestions for Further Studies

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