Familjeberättelser : En essä om fördelar och nackdelar med att alla i ett förskoleområde ska arbeta med samma metod

• Main Author: Teern, Anna
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Centrum för praktisk kunskap 2021
• Subjects: method; power; play development; language development; practical knowledge; metod; makt; lekutveckling; språlutveckling; praktisk kunskap; Philosophy; Filosofi; History of Ideas; Idé- och lärdomshistoria; Pedagogy; Pedagogik
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46197

In this scientific essay, I investigate how pedagogues are affected by working with the method of family stories, which the principal has decided that all young children´s departmens shouldwork with. The method includes many parts and is tightly controlled. What are the possibilities and limitations of the method? I start by designing the method through selfexperienced examples and then describe it briefly. I gather my empirical data by talking to pedagogues at the preschool where I work, talking to children and observing pedagogues and children. Previous conversations in various contexts with other pedagogues in the preschool area are also included in the documentation. I write in the field of practical knowledge and power and judgment become part of the survey. Who has the power over the methods we use and how they are used? Methods with strict control remove the possibility of using our judgment. I reason around these questions together with theories and my empirical data. Writing is part of the research process. I thematize the discussion with the empirics and theories by relating to the following: thoughts about the method in general, about cooperation with families, about the method as language development, play development, as support in the transition to the next department and what happens when reality goes beyond the manual. I have gained an in-depth understanding of how the method can be used and the importance of pedagogues knowing the theories behind the method but also their own practice theory. The family stories as a method contain great opportunities for many good pedagogical efforts if the pedagogue knows the theory behind the method, uses his own knowledge and is allowed to make decisions about the design with his own judgment. If, on the other hand, the description is perceived and used as a manual, the judgment is disconnected and there is a great risk that it will only be an action that does not lead to any development. The pedagogues must also relate to the needs of their own unique group of children and adapt the method accordingly.