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Förskolebarn i sociala och språkliga svårigheter: Förskollärarnas synsätt och strategier kring det sociala samspelet och språkliga utvecklingen
Södertörn University, Teacher Education.
Södertörn University, Teacher Education.
2018 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of our study is to investigate how preschool teachers work with children in need, how to stimulate children in language and social interaction between preschool teachers and children. The study is based on the following questions; “What conceptions do preschool teachers have about children in need of special support?” and “What strategies are pre-school teachers using in order to promote children's social and language development?”. In this study, we have chosen Vygotsky’s concepts of zone of proximal development or sociocultural theory as the starting point and previous research that concerns our area. We have chosen to conduct a qualitative survey in the form of interviews with six preschool teachers in two schools. Starting point was to use our interviews with preschool teachers. Our examination shows that interplay between preschool teachers and children has a major impact on children´s development, to become an individual, to function alone and even with others. This is done by preschool teachers’ attitudes and beliefs in how they meet and talk with children and how the conditions are met. In the result, we realized that it is important that preschool teachers create good conditions for all children regardless of their difficulties. It was about how preschool teachers have to be efficient to ensure capture of children’s difficulties in time to help them to become independent individuals and to feel included together with involvement in the children’s group. It was about how preschool teachers organize the environment and materials in a way that would benefit all children’s learning and development in different contexts so that all children get the same opportunity worthy and to feel confident in the group of children.

Place, publisher, year, edition, pages
2018. , p. 48
Keywords [sv]
samspel, inkludering, särskilt stöd, förhållningssätt, relationellt perspektiv, punktuella perspektiv
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-35401OAI: oai:DiVA.org:sh-35401DiVA, id: diva2:1212224
Subject / course
Förskolepedagogiskt område
Presentation
2018-06-01, 13:04 (Swedish)
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2018-06-01 Created: 2018-06-01 Last updated: 2018-06-01Bibliographically approved

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fulltext(545 kB)7 downloads
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File name FULLTEXT01.pdfFile size 545 kBChecksum SHA-512
0dc53dab8b9e8c2a9c6f421bafef2098707ca0e0f316773c51b80b21a379b6621739f49edc6d9e3db4d5f41f6a2c839691b5e071e957430517fb57b562bea0c5
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf