Economic (in)equality and sustainability: preschool children’s views of the economic situation of other children in the world

Figures & data

Figure 1. Conceptualization of sustainability and operationalization of the theme economic (in)equality to be used for young children.

Figure 2. Excerpt from the interview guide for children.

Table 1. Operationalization of the SOLO Taxonomy.

SOLO level	Prestructural	Unistructural	Multistructural	Relational	Extended abstract
	No relevant idea	One relevant idea	Many relevant idea	Linked ideas	Extended ideas
Examples from children’s responses in this study	I don’t know	They do not have enough money to buy toys from a shop.	Children in other countries don’t have money. Many people in the world don’t have any money. They cannot buy toys from a shop.	Not all children can afford to buy toys from a shop, because some people are poor and they come to Sweden. I see how many people sit outside our shops in Sweden. They beg for money. They don’t have so much money.	Some people cannot buy toys from a shop. They are poor; they have very little money. Poor people cannot even afford to buy food for their children. We have a cottage at our place, where some poor people come and sit and they live there. We take them into our cottage. We give them food. People should help the poor. I want to give some money to them.

Figure 3. The quality and the level of complexity of preschool children’s responses concerning other children’s economic situation in the world.

Figure 4. Sources of knowledge about the economic (in)equalities in the world as reported by children.