Browsing by Subject "förskola"

Tiivistelmä - Referat – Abstract Ingång till forskningsuppgiften är två citat av Strandberg (2014), som forskat i kunskapsutveckling utifrån Vygotskijs sociokulturella teori, där basen för lärandet är barnens sociala aktiviteter: Det är i leken barnen övar och prövar sin fantasi och sin kunskap. Pedagogen kan berika barnens lek med fakta, skapandet av scenarion, stoff och rekvisita. Syftet med denna småskaliga kvalitativa litteraturstudie är att kartlägga förskoleverksamhet som avser att främja både barns fantasi och digitala kompetenser i aktiviteter där (lek)objekt ingår. Utifrån syftet utformades två forskningsfrågor. Den fösta forskningsfrågan undersökte ändamålsenligheten i att samtidigt främja barnens fantasi och digitala kompetenser i förskoleverksamheten. Den andra forskningsfrågan undersökte vilka fördelar lekobjekt kunde ha när de används i didaktiska syften i förskolan för verksamhet som avser att främja både fantasi och digitala kompetenser. Denna studie genomfördes som en integrerande litteraturöversikt. Forskningsunderlaget kartlades genom sökningar i referensgranskade forskningsartiklar mellan åren 2018 – 2023 i fyra olika databaser. Efter genomförandet av systematiska urvals- och uteslutningskriterier utgjordes forskningsmaterialet av fem forskningsartiklar. De hade utförts i Schweiz, Storbritannien och Australien. Resultaten i denna studie analyserades som en innehållsanalys. Ur ett didaktiskt perspektiv visade tidigare forskning på att förutsättningarna för främjandet av både fantasi och digitala kompetenser är i många avseenden liknande. Främjandet av det ena området kan främja det andra samt att främjandet av de båda områdena kan mångsidigt utveckla barnen både för stunden och har möjligheter att också göra det för framtiden. De tre forskningar, vars verksamheter utfördes i barngrupper, visade på att lekobjekten samlade gruppens barn och vuxna kring ett gemensamt innehåll, fokus. Barnen visade på kommunikation, samspel och aktörskap i verksamheterna. Barnen verkade både ge och få kamratstöd. Pedagogerna kunde stötta och berika verksamheterna, utan att avbryta barnens lek. Verksamheterna med abstrakta begrepp som fantasi och digitala kompetenser hade ofta gjorts glädjefyllda och motiverande. Barnen hade tid och rum att uttrycka sig på sina individuella sätt. Samtidigt verkade aktiviteterna minska på pedagogernas prestationskrav, utan att ta ner på kvaliteten, då de tillsammans med barnen gjorde lärandet till en lek och lek till lärande. Således indikerade verksamheterna i ovannämnda forskningar samspela med de målsättningar Utbildningsstyrelsen utstakat gällande förskoleundervisningens uppdrag och utvecklandet av verksamhetskulturen i de gällande grunderna för förskoleundervisningens läroplan.

The purpose of this study is to give insight into, and to create a better understanding of children’s thoughts on bullying. Understanding the phenomenon from the children’s point of view is of immense importance for the educators working to prevent bullying in kindergartens. The theoretical premise for the study is bullying in kindergartens. The survey is made up of individual, qualitative interviews, conducted with the story crafting method. Ten pre–school children participated in the study. The interviews started with reading out loud from a children’s book in which the predominating theme was bullying. The children then proceeded to draw a picture of a confrontation between oppressor or oppressors and victim, together with an accompanying story. The discussion that followed was then recorded in order for it to be analyzed at a later stage. The study’s most important result implies that children mainly associate the phenomenon of bullying with verbal and physical abuse. There is also a notable difference between the children in nature of the bullying. Girls highlight verbal abuse while boys tend to focus on the physical side of it. The result also shows that bullying cause negative sentiments in the victim. The pictures that were drawn in order to illustrate their view of the phenomenon tend to employ mainly darker colors. From the study one can conclude that educators in kindergartens have an important role and a responsibility to create awareness of, and to take preventive measures against bullying.

This study aims to investigate the perceptions of pre-school teachers regarding multicultural education in pre-schools. Multicultural education is a topical issue in Finland because of the immigration to the country. This is a qualitative study and the method for data collection is interviews. By interviewing three pre-school teachers, I have gained insight into the perceptions of pre-school teachers regarding what multiculturalism is, what kind of challenges there are in multicultural education in pre-schools, and how pre-school teachers work with multicultural education. These interviews also shed light on the current state of multicultural education in Finland. However, as this study is conducted with only three interviewees, the conclusions regarding the perceptions of the pre-school teachers about multicultural education are somewhat limited. The results of this study indicate that most pre-school teachers perceive multicultural education in pre-schools as a continuous and natural presence in the interaction with children. Moreover, there is, at least to some extent, planned multicultural education in all pre-school groups. There are challenges in multicultural education, some of which emerge intermittently while others are present on a daily basis. Most of the pre-school teachers perceived multiculturalism as a situation. The pre-school teachers perceived that in multicultural education means paying attention to, accepting and respecting differing cultures, traditions and habits.

The aim of the study is to find out how children use language in everyday situations in pre-school and how the educators work with language in daily activities. Language is used on daily basis in various situations and is therefore one of the most important things to work with in kindergarten and pre-school. Because of this there is a large responsibility on the educators to offer children opportunities to develop their language. The theoretical part of the study deals with language and communication, children’s language development, theories about language development, instructions provided by pre-school education curriculum and finally, some previous research done in the area. The study is qualitative and the material was gathered through observations and interviews. A child group of 26 pre-school children were observed for six days and three educators working in the group were interviewed. The interviews with the educators were made after the observations. The interviews were recorded and transcribed for easier analysis. The material was analysed by qualitative content analysis. The observations revealed that children’s conversations are both play and fantasy related as well as reality based. Their conversations also contained dialect and influences from the English language. Approximately one third of the children were bilingual and their language background appeared in some situations. The interviews revealed that all three educators were aware of the importance of working in a purposeful way with language development in daily activities. Language stimulation has to be planned in a way that supports all children, because different needs exist for each individual child. All three informants are aware of the importance of being a linguistic model for the children.

The purpose of the study is to ascertain what preschool children think of physical activities. The study will also show how much children perceive they exercise a day as well as if they feel that adults in their everyday life encourage them to do so. According to the new recommendations should children exercise three hours a day. It is important to hear what children think about exercise to be able to develop their exercise both at home and at preschool. The research is qualitative with a phenomenological research approach. Interview was used as the method of research. To support the children, the interviews were conducted in groups and all interviews were recorded, transcribed and analysed. The children perceive that they exercise quite a lot. They did not experience adult restrictions but they did wish adults would participate in game and play. It can, however, be ascertained that the children did not exercise three hours a day. With adult participation, both at home and preschool, the time spent exercising could be increased.

Read-aloud is a daily activity both in daycare and preschool. It is used for various purposes such as to gather children and introduce them to new topics, although it’s mainly associated with the rest time. Several studies point out the positive effects of read-alouds, among others expanding children’s language skills and encouraging their literacy development. The purpose of my study is to introduce the children’s thoughts and experiences of a read-aloud activity in preschool. My study is a qualitative work and is mainly focused on personal interviews with children. I interviewed eight preschool children in two groups. The main focus of the interviews were the children’s thoughts and opinions about the books preschools use, and the read-aloud experiences in general. The result shows that read-alouds mostly have a positive impact on children. Most of them think of it as a part of the rest time, but also, they consider it a learning opportunity. It’s important to note the role of the books in read-aloud times. The chosen book itself determines whether or not the read-aloud is a fun or a boring experience for the children. The book’s content and language playes an important role in understanding it, and it determines if the children will find it difficult or easy to listen to when it’s read to them.

Fungerande ledarskap har en koppling till högre kvalitet inom verksamheten för småbarnspedagogik. I studien ville jag granska vad lärare inom småbarnspedagogik gör för att utveckla sitt ledarskap. Syftet med studien var att undersöka hur lärare inom småbarnspedagogik ser på teamledarskap i sitt arbetslag och hur de gör för att upprätthålla en välmående arbetsgemenskap. Jag valde att studera ledarskap på grund av mitt intresse för ämnet och för att i utbildningen i kandidatprogrammet i pedagogik erbjuds ingen ledarskapsutbildning. Samtidigt förväntas lärare inom småbarnspedagogik arbeta som teamledare i arbetslaget inom det småbarnspedagogiska fältet. Studien är en kvalitativ intervjustudie där teori och tidigare forskning granskas med inspiration av den hermeneutiska analysmetoden. Undersökningsgruppen bestod av tre lärare inom småbarnspedagogik som arbetade med olika ålders barn inom småbarnspedagogiken. En av informanterna arbetade med yngre barn och den andra informanten med äldre barn på daghem. Den tredje informanten arbetade med barn som deltog i förskoleundervisning. Resultatet visar att kvaliteten på verksamheten höjs då ledarskapet fungerar. Läraren förväntas ta tillvara och förverkliga det teoretiska i styrdokumenten till daghemmets och förskolans praktik. Lärarna sätter krav på sig själva för ansvarandet av den pedagogiska verksamheten. Det här uppmuntras av föreståndaren med att hen är delaktig i processen. Slutsatsen är att det behövs öppen dialog, tydlig kommunikation och gemensamma reflektionsstunder i arbetsteamet så att hela teamet är delaktiga och får möjlighet att utvärdera och utveckla verksamheten. Mentorskap för nyutexaminerade lärare kan bidra till en bättre start i början av deras karriär.

Matematik i förskolan

The purpose of this study is to examine the view that kindergarten teachers have on the planned exercise activities for children in day-care. The research will thus not include spon-taneous movement and activities that might occur, for instance outside during play, but in-stead the scheduled activities. I aim to find out what kindergarten teachers think of the planned activities, and how well-planned the activities are. I am also curious to find out what impact the teachers backgrounds and experiences might have on the activities and what dif-ference they make. The method used in this study was qualitative interviews. Three kindergarten teachers from a smaller municipality were interviewed, and these interviews were recorded with a mobile phone. Later the interviews were transcribed and analysed. The results I got of this study were that all three of the kindergarten teachers were positively inclined to plan exercise activities with children, as they see them as an important aspect of the children’s development. In all three places the activities were planned, taking the envi-ronment into consideration. Thus the kindergarten with a useful environment around them, such as forests, could utilise these environments more than the kindergarten located in an environment that was not as useful.

The purpose of this qualitative study is to see preschool managers’ views on evaluation talks as a support for kindergarten teachers’ wellbeing and energy for the educational work. The research questions for this study are what the purpose is with these evaluation talks in educational context according to the preschool managers and how these evaluation talks can support kindergarten teachers’ wellbeing and energy for the educational work. The study is based on theories regarding educational leadership, communication, wellbeing and energy for the work as well as evaluation talks. The information has been collected through interviews together with four preschool managers in four Finland Swedish preschools in one commune. The interviews were individual. The result shows that evaluation talks are an important part of leadership in preschools. Among the most important functions in the work of a preschool manager is the personnel guidance. Conversations and communication between the manager and the workers should also occur daily. A wellbeing and professional education with high-class activities and wellbeing and learning children is dependent on wellbeing kindergarten teachers in the group.