Designing for Early Civic Agency: A Board Game for Civic Engagement in Kindergarten

Abstract

Preparing young learners for global and local challenges requires innovative pedagogical tools that foster civic agency from an early age. Cultivating these citizenship skills during early childhood is crucial for developing critical thinking, social responsibility, and democratic participation. In Greece, this need is addressed by the curriculum "Civic Actions" (Δράσεις του Πολίτη), which integrates the United Nations 17 Sustainable Development Goals (SDGs) across all educational levels, including kindergarten. Concurrently, international literature identifies civic engagement—encompassing activism, volunteerism, and social innovation—as vital for community well-being. However, translating these multi-dimensional, abstract concepts for preschool children presents a significant instructional challenge. This work-in-progress paper introduces the theoretical foundation and pedagogical development of an original educational card game. The project bridges global sustainability goals with local civic action, tailored for kindergarten classrooms. The game’s architecture synthesizes a dual framework: the 17 SDGs of the 2030 Agenda and the nine dimensions of civic engagement defined by Illinois State University. Adopting a holistic, socio-critical approach, the design focuses on fostering political participation and civic education, ensuring children learn to become informed citizens who understand local government. In this card game, children engage with scenarios concerning real-world community problems, such as public space accessibility and environmental care. Through specialized action and challenge cards, players must actively negotiate, collaborate, allocate virtual resources, and strategically execute community projects. This interactive gameplay allows them to practice democratic problem-solving, gather public support, and ultimately elect the most suitable mayor for their city, making local governance concepts completely tangible for young learners. At this stage, the game is completed and is currently undergoing an expert review phase by active educators to assess its pedagogical suitability. The immediate next phase involves conducting a pilot implementation in kindergarten settings to evaluate its practical capacity to cultivate foundational skills.