Hur möblerar ni bort spring? Vi möblerar för spring! : En studie av pedagogers syn på fysisk aktivitet i förskolan

• Main Authors: Björnsdotter Göransson, Sofia, Kullberg, Jenna
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2018
• Subjects: Physical activity; preschool; phenomenography; knowledge; didactic; norm-critical perspective; Fysisk aktivitet; förskola; fenomenografi; kunskap; didaktik; normkritiskt perspektiv; Didactics; Didaktik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35432

The purpose of the study is to investigate preschool teachers’ knowledge and experiences of physical activity in the preschool indoor environment. To clarify this, we ask the following questions: What view of the concept of physical activity do preschool teachers has? What perceptions are made visible when preschool teachers interpret the objective in the curriculum? What didactic opportunities do preschool teachers see to carry out physical activity in the indoor environment? What norm-critical perspectives are visible in the preschool teachers’ answers? In our study we have chosen to use phenomenography as our theoretical method. We want to see if there are patterns in the preschool teachers’ answers, if they have similar experiences or knowledge, or they differ. Our study is therefore based on a qualitative research effort with both interviews and observations as a collection method. Our collected material has then been analyzed using our theoretical method and previous research to visualize the preschool teacher’s conceptions of the world around them. Our study´s main theme is therefore based on a scientific, didactic and cultural perspective. Our study shows that the knowledge and the definition of physical activity vary between preschool teachers which further affect how it is implemented. Children thus have different access to physical activity depending on which preschool they go in and what knowledge preschool teachers have. Preschool teachers varying interpretations of the objective in the curriculum have been shown to contribute to the design of the didactic learning environment. Missing knowledge probably leads to the objectives of the curriculum being interpreted on the basis of individual perceptions. Preschool teachers’ knowledge to physical activity and their norms and values will contribute to the emotional culture of which children become a part of. Therefore, norm-critical perspectives, intercultural leadership and child view have been relevant to our study. Our results have shown that norms on health and body ideals form preschool teachers' childcare and physical activity views. Preschool teachers show that despite obstacles, they focus on possibilities instead of limitations.