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together, or waiting for one’s turn), teaching can also have the function of
person-formation. I have become even more specifically interested in this third
function. Person-formation can be about developing one’s identity in line with
pre-existing expectations from society. In Swedish preschools, this identification
can be understood as supporting children to become autonomous, independent,
and able to make their own good choices. On the other hand, person-formation
can also be about subjectification. Teaching towards subjectification is about
encouraging children to dare to distinguish themselves, to be unique (Van Poeck Dr. Susanne Klaar is
& Östman, 2019), and to do things one’s own way. Subjectification is also about a senior lecturer at the
supporting the children to deal with contradictory or conflicted emotions and University of Borås,
Sweden.
handle conflicts in creative ways (Wank et al., forthcoming).
klaarsusanne@gmail .
MS: Why is it important for preschool teachers to use a broad “nature- com
oriented approach” in their teaching?
SK: In my research, I argue for a holistic view on learning in,
about, and for nature. Learning in nature concerns the outdoor
education that is so important in Sweden, which involves well-
being in nature, as e.g., be a person who likes being outdoors
and can dress oneself accordingly. Learning for nature involves
taking care of nature, animals, and other humans. Learning for
nature is also about sustainability, environmental education, and
being a person who does the right thing, follows the rules, and
does what is expected. Finally, learning about nature concerns
learning about natural phenomena and processes, as well as
learning how to do inquiry and scientific investigations. Both
teaching and research about teaching often have a large focus on
these scientific contents and teaching approaches. In preschool
environments, these three approaches work together. Even though learning Preschool students
in Sweden enjoy
about natural science is important, I wish that teachers would also teach toward developing a sense of
sustainability, including ethical questions about the environment and reflections well-being in nature
about how we act in the world, as well as include outdoor teaching and well- through outdoor
being in nature in early childhood education. activities.

References
Klaar, S., & Öhman, J. (2014). Children’s meaning-making of nature in an outdoor-oriented and
democratic Swedish preschool practice. European Early Childhood Education Research
Journal, 22(2), 229–253.

Klaar, S., & Öhman, J. (2022). Learning through encounters with the physical environment. In J.
Garrison, J. Öhman, & L. Östman (Eds.), Deweyan transactionalism in education: Beyond
self-action and inter-action (pp. 111–122). Bloomsbury Publishing.

Klaar, S., & Wank, A.-C. (2022). ECE as an educative and multifaceted practice for growth: To
assess and evaluate teaching and learning by documenting children’s actions and reactions.
European Early Childhood Education Research Journal, 30(4), 557–571.
Skolverket. (2018). Curriculum for the preschool. Lpfö18. https://www.skolverket.se
/publikationsserier/styrdokument/2019/curriculum-for-the-preschool-lpfo-18
Van Poeck, K., & Östman, L. (2019). Sustainable development teaching in view of qualification,
socialization and person-formation. In K. Van Poeck, L. Östman, & J. Öhman (Eds.),
Sustainable development teaching—Ethical and political challenges (pp. 59–69).
Routledge.

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