Åldershomogent eller åldersintegrerat i förskolan

• Main Author: Castañeda, Gabriela
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2016
• Subjects: Preschool; age mixed; age divided; structure; curriculum; discourse; Förskola; åldersintegrerad; åldershomogen; struktur; läroplanen; diskursanalys; Educational Sciences; Utbildningsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32708

The purpose of this study is to examine what kind of discourses emerges among the preschool teachers working in the two different organizational forms within the preschool- age divided groups versus age mixed groups. I focus on clarifying why some preschools choose to work with all ages (1-5 years) or with age divided groups, and if they base their choice on any specific theoretical basis. I want to explore how the different preschools organize themselves and how they do to respond to the different age-related needs of the child or support the development of children. My research questions are: ● What kind of discourses emerges in conversation with the educators about the age-related organization of preschool groups and how does it affect their execution of educational activities, such as the daily gathering? ● What are the strategies of the educators to fulfill curriculum requirements in an age mixed group and in an age divided group? The study is based on, among other things, research on age structure at the preschool and the daily gathering, and interviews of preschool teachers and preschool managers. I have found two types of discourses, one that is related to childrens stages of development and one related to social interaction. I have also come to the result that the main strategy for educators is to divide the groups into smaller groups in order to execute educational activities. In both age mixed groups and in age divided groups they divide the children according to age and maturity level.