Teaching for Action Competence

The focus of this article is to explore preschool children’spossibilities to learn to act for sustainable development. The purpose is to describeand analyze which actions are privileged when children participate in preschoolactivities. Analyses of video recordings of everyday preschool activities show howchildren experience activities where they critically discuss and make value judgmentsabout actions. The results of the analyses also show how different actions becomerelevant in different practices. Furthermore, comparisons are made between the preschoolpractices and three teaching principles within education for sustainable development(ESD). In ESD, action competence is the ability to critically make value judgments aboutdifferent alternative ways to act for a sustainable future. The result shows howchildren make value judgments in situations where facts are not sufficient for solving aproblem