Inflytande och gränssättning i förskolan : En undersökning kring hur fem pedagoger förhåller sig till inflytande och gränssättning i förskolan

• Main Authors: Lindholm, Linn, Lantz, Jennifer
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2014
• Subjects: Influence; boundaries; structure; preschool; educator; children; Inflytande; gränssättning; struktur; förskola; pedagog; barn
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25691

This qualitative study is aimed to find out how teachers at one preschool relate to influence and boundaries. This has been carried out through qualitative interviews whose contents have been analyzed and processed. The theoretical framework of the study is the philosophy of John Dewey derived from Pragmatism, where thought and action is seen as one where the child needs to try and experiment to learn. We are two authors who stand for this study in which we both were present at all times for the interviews. The interviews revealed that teachers believe that influence is important for children's self-esteem, to become a good citizen of the community and to learn that certain things are expected. It also emerged that influence combined with boundaries is seen as very important. It appeared that the teachers look at influence in preschool in three different ways - influence here and now, influence in the future and influence for the children self-esteem. Overall, it appeared that the influence is seen as important in combination with boundaries.