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Nu har barnen fri lek: En kvalitativ studie om pedagogens ansvar vid den fria leken i förskolan ur ett pedagogperspektiv
University of Skövde, School of Humanities and Informatics.
University of Skövde, School of Humanities and Informatics.
University of Skövde, School of Humanities and Informatics.
2010 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Time for free play : A qualitative study on teacher’s responsibility in the free play in pre-school from a teacher perspective (English)
Abstract [sv]

Studier visar att leken i förskolan har en stor betydelse för barnens utveckling. Pedagogens ansvar för barnens sociala samspel betonas i förskolans läroplan. Därför valde vi att genomföra vår studie med syftet att ta reda på och belysa pedagogers syn på den fria leken i förskolans verksamhet i relation till pedagogens ansvar. Studien avgränsades till synen på den egna rollen i barnens fria lek samt hur pedagogerna påverkar barnens fria lek och därmed deras utvecklingsmöjligheter ur ett pedagogperspektiv. Vi har också haft som utgångspunkt att undersöka vilka konsekvenser verksamhetens organisation får för den fria leken och barnens utveckling enligt pedagogerna.

Vi har använt oss utav en kvalitativ metod med strukturerade gruppintervjuer samt öppna kvalitativa enkäter för att få fram pedagogers syn på den fria leken i förskolan i relation till pedagogens ansvar. Sammanlagt intervjuades sex pedagoger och sju pedagoger svarade på enkäter. Urvalet är ifrån tre olika kommuner i Västra Götaland. I vår analys fick vi bland annat fram att pedagogerna anser att de har en viktig roll i barnens lek, dock påverkas leken av alla rutiner som existerar samt övriga arbetsuppgifter de har. I diskussionskapitlet reflekterar vi över ekonomins påverkan hos pedagogerna och deras val av utformningen av miljön i förskoleverksamheterna.

Abstract [en]

During the time for our education there has often been a discussion about children’s playing and the responsibility of the teacher related to it. That’s why we chose to do this study with the purpose of identifying the teacher’s role in children’s development and play time in pre-school. Among other things there has been a starting point in making out what consequences organized play time would get according to the teachers, how it would affect the children and how they relate to this.

We used an empirical research method where we used both structured group interviews and open qualitative surveys to get insight in a few selected teachers’ views around play time. A total of six teachers were interwied and seven teachers responded to questionnaires. The sample is from three different municipalities in Västra Götaland. In our analysis did we come to the conclusion that the teachers believe that they have an important role in children’s playing but that the play is affected by all the routines and other tasks they have. In the final discussion we reflect on what impact the economy has with the teachers and their choices they make regarding the way the environment looks in pre-schools.

Place, publisher, year, edition, pages
2010. , 33 p.
Keyword [en]
Free play, teacher, on children’s terms, environment, development.
Keyword [sv]
Fri lek, pedagog, barns villkor, miljö, utveckling
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:his:diva-3791OAI: oai:DiVA.org:his-3791DiVA: diva2:309825
Presentation
(English)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2010-04-09 Created: 2010-03-10 Last updated: 2010-04-09Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
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  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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