Att skapa trygghet : Pedagogers upplevelser av olika inskolningsmetoder

• Main Author: Lidgren, Therese
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2017
• Subjects: attachment; introduction; security; phenomenology; Pedagogy; Pedagogik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34466

The purpose of my study is to highlight the knowledge of toddlers introduction to preschoolfrom the educators perspective. Four educators have been interviewed about their experiences regarding toddlers introduction seen as a phenomenon. My thesis approach is inspired by phenomenology. My research questions focus on the following: educators experiences of different introduction models to preschool, what do the educators believe is significant for creating security for the child and can the educators see any changes regarding the introduction during their years in preschool? The surveys data is collected with the method of qualitative interviews followed by an analysis based on the phenomenological approach. In my findings I could see that the educators use what is called parent active introduction when introducing toddlers into preschool. The parents role during this model is to be active and helpin the daily activities along with their children. All the educators had experiences with the old, traditional model in which the parents took a more secluded role. All the educators where satisfied with the model they were using during the introduction. They all mentioned the importance of making the parents feel comfortable and safe in the environment and how that could help when bonding with the toddler. The educators expressed that making the toddlerand parent feel safe was the most important issue when introducing them to preschool.