Η θέση της διατροφής και της αειφορίας στα Αναλυτικά Προγράμματα προσχολικής εκπαίδευσης
Abstract
This study investigates the place of the concepts of nutrition and sustainability in preschool education curricula, focusing on both Greece and selected European countries (Cyprus, Sweden, Norway, and the United Kingdom). The aim of the research is to analyze how these two concepts are integrated, with particular emphasis on their connection to the field of Natural Sciences. Through quantitative content analysis, the frequency of appearance of related terms and their thematic placement within each curriculum were examined. The results revealed significant differences among the countries. In Greece, nutrition appears mainly within the context of Physical Education but is not developed from the perspective of the Natural Sciences, while sustainability is presented to a limited extent, usually disconnected from scientific or interdisciplinary frameworks. In contrast, the Swedish curriculum stands out as an example of good practice, with sustainability permeating all subject areas, including a strong presence in the Natural Sciences. Cyprus demonstrates a high degree of integration, primarily through a sociopedagogical approach, whereas in the United Kingdom curriculum, the biological dimension of nutrition dominates, with a complete absence of the concept of sustainability. In Norway, it appears to be a limited presence of both concepts. The study highlights the need for a substantial revision of preschool curricula, aiming at the deeper integration of nutrition and sustainability within a scientific framework, mainly through the Natural Sciences, and the adoption of a pedagogical approach that combines experiential learning, interdisciplinarity, and the cultivation of responsible attitudes from early childhood.
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Κρητικός Γ., Chatzinikola, C., & Hadjimbei, E. (2025). Η θέση της διατροφής και της αειφορίας στα Αναλυτικά Προγράμματα προσχολικής εκπαίδευσης. Dialogoi! Theory and Praxis in Education, 11, 148–169. https://doi.org/10.12681/dial.41592
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