Att undervisa förskolebarn - förskollärares strategier

Abstract

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.