The Future of Education
Working with Statistics in Kindergarten: A Sustainable Approach
Stein Arnold Berggren, Østfold University College, The Faculty of Teacher Education and Languages, Mathematics (Norway)
Paal Espen Olvik Jom, Nord university, Faculty of Education and Arts, Mathematics (Norway)
Abstract
This study explores the integration of sustainability and statistical thinking (Jones et al., 2000) in a kindergarten setting. Conducted in collaboration with a health-promoting kindergarten (Østfoldhelsa, 2015), the research aims to address the UN’s Sustainable Development Goal 3: Good Health and Well-being (UN-SDG, 2025). The study involved 18 four-year-old children who engaged in activities that combined learning about healthy eating and statistical concepts. Using a playful approach (Wells, 1999; Carlsen, 2013), children created bar charts with blocks to visualize their favorite lunch foods, followed by discussions to interpret the data. Observations were made during these activities to gather data on the children’s engagement and understanding. The data was analyzed using a thematic qualitative analysis strategy (Widerberg, 2001), focusing on the children’s use of statistical thinking and mathematical concepts. The findings suggest that early education on sustainability and health, supported by statistical thinking, can foster long-term positive habits and awareness among young children.
Key Words: Sustainability. Kindergarten Education, Statistical Thinking, Healthy Eating, UN Sustainable Development Goals
REFERENCES
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