An empirical study about what preschool teachers find important in their daily comminications with parents and how involved children are in those communications seen from a sociocultural perspective.

I have interviewed four pre-school teachers that work in different pre-scools about their experience in the daily communication with parents and how involved children are in those communications. The interviews where made with a qualitative method.

The result from these four interviews show that the primary purpose with the conversation is to create a reliant relationschip with parents. A lot of times children´s participation and learning happens more out of coincidence than out of a strategi from the teacher. The result also shows that because tecahers do not reflect so much together about the dialog with parents and children they do not problematize the situation and therefore it does not turn out to be a learning situation for the children.