Browsing by Subject "utforskande samtal"

The purpose of this study was to examine teachers point of view on exploratory conversations as a tool for supporting children´s education. Exploratory conversations means conversations where the teacher helps the children to express himself/herself, phrase questions and by himself/herself find answers to their questions. The purpose of this study was also to examine if and how conversations can work as support for developing good relationships between child and teacher in kindergarten. The theoretical frame focuses on a review of what relationship, conversation and exploratory conversation is and how these can exist. The study was qualitative and based on interviews. In the study participated five teachers from three different kindergartens. The interviews was based on one group interview and three individual interviews. My research approach is phenomenological-hermeneutic. Data collection method in this study was semi-structured interviews. The results in this study show that exploratory conversations consist of three different parts which form the complete picture. The three different parts are the actual action in exploring, the process in exploring and the meeting in the exploratory conversation. The components for the action in exploring is to find out, find your own tools for finding out and space for conversation to report what you found. The components for the process is wonder, the teachers open questions, implication, cooperation and narratorial. The teachers approach in the exploratory conversation together with the child should be empathic. The empathic approach consist the teachers interpretation, the teachers observation, how the teacher listen, the teachers understanding and the teachers confirmation. The results in this study also show that the aspects in a conversation for developing a good relationship between child and teacher is the teachers responsibility, is the form of the conversation and also the interaction and good-fellowship. The components of the teachers responsibilities are the teachers own personal development, how the teacher listen and how much fait the teacher can build for the child. The form of the conversation consists of safe and affirmative conversations, curious and joyful conversations and also conversations with body language. The interaction describes what the teacher and the child do together and the good-fellowship describes how the teacher and the child are together. Lastly the results show how good relationships can support a child´s education and development if the relationship between the child and the teacher is safe, joyful and well-being. The results also show that the safe, joyful and well-being relationship will bring positive components as concentration and focus for education and development for the child.