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Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

Author

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  • Şebnem Feriver

    (Department of Elementary and Early Childhood Education, Middle East Technical University, Ankara 06800, Turkey)

  • Refika Olgan

    (Department of Elementary and Early Childhood Education, Middle East Technical University, Ankara 06800, Turkey)

  • Gaye Teksöz

    (Department of Mathematics and Science Education, Middle East Technical University, Ankara 06800, Turkey)

  • Matthias Barth

    (Institute of Integrative Studies, Leuphana University, 21335 Lüneburg, Germany)

Abstract

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

Suggested Citation

  • Şebnem Feriver & Refika Olgan & Gaye Teksöz & Matthias Barth, 2019. "Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany," Sustainability, MDPI, vol. 11(5), pages 1-26, March.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:5:p:1478-:d:212689
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    References listed on IDEAS

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    1. Amanda Weeks & Hal Swerissen & John Belfrage, 2007. "Issues, Challenges, and Solutions in Translating Study Instruments," Evaluation Review, , vol. 31(2), pages 153-165, April.
    2. Maria Hofman, 2015. "What is an Education for Sustainable Development Supposed to Achieve— A Question of What, How and Why," Journal of Education for Sustainable Development, , vol. 9(2), pages 213-228, September.
    3. David Griggs & Mark Stafford-Smith & Owen Gaffney & Johan Rockström & Marcus C. Öhman & Priya Shyamsundar & Will Steffen & Gisbert Glaser & Norichika Kanie & Ian Noble, 2013. "Sustainable development goals for people and planet," Nature, Nature, vol. 495(7441), pages 305-307, March.
    4. Sterman, John., 1994. "Learning in and about complex systems," Working papers 3660-94., Massachusetts Institute of Technology (MIT), Sloan School of Management.
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    Cited by:

    1. Brina Kurent & Stanislav Avsec, 2023. "Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation," Sustainability, MDPI, vol. 15(20), pages 1-28, October.
    2. Şebnem Feriver & Refika Olgan & Gaye Teksöz & Matthias Barth, 2022. "Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory," Systems Research and Behavioral Science, Wiley Blackwell, vol. 39(1), pages 85-103, January.
    3. Eva-Maria Waltner & Werner Rieß & Christoph Mischo, 2019. "Development and Validation of an Instrument for Measuring Student Sustainability Competencies," Sustainability, MDPI, vol. 11(6), pages 1-20, March.

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