Barns perspektiv på interaktion med förskollärare i förskolan – en systematisk forskningsöversikt

Abstract

Children's perspectives' is a concept used in both research and early childhood education. However, the concept is not easily defined. Furthermore, there is a diversity of approaches and theories on the subject, which results in various methodologies as well as various results. The aim of this essay is to provide a picture of research from different approaches on children's perspectives on interaction with preschool teachers in early childhood education. The research questions addressed in this systematic review are: How do children describe interactions with preschool teachers? How do children's perspectives on interaction with preschool teachers appear? What comes out as significant in children's descriptions of interaction with preschool teachers? The method used was an configurative systematic overview of eleven studies. The results show that children emphasize different aspects on interaction than researchers approaching children's perspectives. What children describe is preschool teacher interaction characterised by care, preschool teachers' participation in play and a desire to be involved in early childhood education decisions. However, children in the studies do not express preschool teachers' teaching as important, something that is emphasized in Nordic preschool curricula. Furthermore, a significant finding is the deficiency of research on children's perspectives on interaction with preschool teachers in early childhood education.