Browsing by Author "Melker, Kristina"

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Att undervisa förskolebarn - förskollärares strategier
(2014-06-24) Melker, Kristina; Ryberg, Lena; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
This study gives voice to which strategies preschool teacher’s use they teach preschool children in different performance tasks. The overreaching aim of this study was to find out what teacher give expressions to, verbally and in action, and what educating strategy they use when the purpose is that the children are to learn something specific. The theoretical starting-point of the study is a phenomenography research which aims in finding and systematizing of forms of thought in terms of which people interpret significant aspects of reality. The study has a Sociocultural perspective which means that the structuring occurs through choice of which activities children have access to observe and engage in, as well as through in-person shared endeavours, including conversations, recounting of narratives, and engagement in routines and play. Nine teachers have been involved in this study. They were observed by video camera when they where teaching preschool children in different performance tasks. The teachers were interviewed after every single performance task. The focus was to find out about the teachers intention and what pedagogy/didactic they used in the different sessions. The results presents in six different categories. Every single category follows by different strategies. 1) children’s experience and perspectives 2) children’s initiative, interest and participation 3) adequate literary word or not 4) child’s needs are respected and satisfied and enjoyment of learning 5) non or just a little bit of introduction 6) assessment. The study shows that preschool teachers seems to lack the tools and methods to evaluate their teaching, their teaching tends to lift the children’s perspective where preschool teacher fully follow the children’s intentions.
Planering och genomförande av undervisning i förskolan – exemplen teknik och bildskapande
(2019-12) Melker, Kristina; Göteborgs universitet, Utbildningsvetenskapliga fakulteten, Institutionen för pedagogik, kommunikation och lärande
Since 2010, teaching has been one of the preschool teacher’s tasks in Sweden. Preschool teaching is often discussed and has been addressed from different perspectives (Eidevald & Engdahl, 2018; Sheridan & Williams, 2018; Thulin & Jonsson, 2018). The concept of teaching in preschool was already advanced in the referral opinion prior to the adoption of curriculum for the Preschool Lpfö98, when the committee decided that ‘teaching can be defined as a conscious pedagogical act towards a goal’ (1997/98:93, 28). The preschool steering document has been continuously revised since it became part of the educational system. Since 2010, preschools have had clearer educational goals, and legitimate preschool teachers are to teach rather than merely supervise children (Korpi, 2015). The revised preschool curriculum, Lpfö18 (Skolverket, 2018), clarifies that preschool is expected to contribute to children’s learning, and preschool has become more focused on knowledge. These two discourses—activity-based and academically-focused preschools (Bennett, 2005)—sometimes appear as contradictions. However, several preschool researchers point out that teaching should grow out of children’s experiences and that the teacher can purposefully integrate play and learning into an educational approach that encompasses aspects of both discourses (Bennett, 2005; Bodrova & Leong, 2007; Elkind, 2003; Pramling Samuelsson & Asplund Carlsson, 2003/2014). The purpose of this licentiate thesis is to promote a better understanding of teaching in preschool. The overall aim of the present studies is to empirically illuminate the preschool teaching processes with children aged four to six years. The present study rests on a socio-cultural perspective on learning. Central to this is Rommetveit’s (1974, 1979) theoretical work on conversation and communication, in the study used to elucidate the work of the preschool teacher and the teacher team. This work takes place before teaching and in the conversations between participants during the activity with children. This study is qualitative, and the research questions and purpose serve as a starting point to examine teaching in small groups (Edwards, 2010). Both studies are observational; they were conducted in two participating preschools. The results indicate that the preschool teachers are confident that the children can take on the suggested activities; however, initially, the teacher gave no direct feedback in relation to how the children understood the task. In these studies, the children did not have the opportunity to dialogue with each other about the preschool teachers’ assertions, and the children’s understanding of the purpose and content of the teaching were not addressed. The preschool teacher used subject-related (scientific) concepts in teaching without explaining these concepts or checking whether the children understood them. A didactic starting point that connects the two studies is that the children were expected to gain experience that they could apply to other contexts, but this was not clearly explained. Play is central to preschool activities, and while the studies used materials that signal play (Legos in study I and a toy lion and paper and pens in study II), play was not explicitly included in the teaching.
Storarbetslag i förskolan - Hinder och möjligheter
(2014-06-25) Melker, Kristina; University of Gothenburg/Department of education, communication and learning; Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande
Syfte: Föreliggande studie vill söka kunskap kring arbete i storarbetslag i förskolans verksamhet. Studien har också som syfte att undersöka hur och utifrån vilka utgångspunkter förskollärare som arbetar i storarbetslag organiserar sin verksamhet samt att beskriva vad förskollärare uttrycker är möjligheter och hinder med att arbeta i ett storarbetslag. Teori: Den teoretiska inramningen utgår från Habermas syn på att kommunikativt handlande är en social handling där interaktionen mellan aktörerna är betydelsefull. Denna uppsats har en kritisk ansats vilket tar sin utgångspunkt i ifrågasättandet av etablerade samhällsordningar, diskurser och institutioner. Förskolan och storarbetslag kan ses som en institution inom samhället. Genom att studien har för avsikt att belysa storarbetslag som organisation används kritisk organisationsteori. Metod: Studien är en kvalitativ undersökning med fokus på intervjuer med förskollärare, observation av förskoleverksamheten samt litteraturstudier. Valet av att använda kvalitativa metoder för att genomföra undersökningen bottnar i att tolka och förstå de resultat som kommer fram, inte att generalisera, förklara och förutsäga. Resultat: Förskollärarna uttrycker att fördelarna för barnen med en organisation i storarbetslag är att det är fler pedagoger som arbetar tillsammans. Fördelar med storarbetslag ur ett barn perspektiv är att det finns mindre behov av vikarier samt genom att det därav finns fler personal kan deras schema förändras och anpassas efter barngruppens behov. Det har också visat sig att en kontinuerlig kommunikation mellan de som arbetar i storarbetslaget är en avgörande faktor för att organisationen skall fungera. Det är även viktigt att den som är ny i verksamheten får möjlighet att förstå hur både organisationen är uppbyggd och vilket förhållningssätt pedagogerna på förskolan har och antar. Det har framkommit att det även måste finnas minst två pedagoger i varje storarbetslag som är villiga att driva organisationen för att den pedagogiska verksamheten skall fungera.