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Pedagogiska utmaningar i förskolan: En kvalitativ intervjuundersökning om förskolepedagogers förhållningssätt till social inkludering
Södertörn University, Teacher Education.
Södertörn University, Teacher Education.
2018 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Educational challenges in preschool : A qualitative interview survey on preschool educators relate to social inclusion (English)
Abstract [en]

The aim of the study is to contribute to a better understanding of how educators relate to social inclusion in preschool. Educators' perception of social inclusion is an important topic to investigate because there are often children who temporarily or permanently need special support in preschool. The inclusion of children in preschool is considered important and educators have a central role and responsibility to include all children in preschool. According to our experience, there is a great variety of how educators perceive the work of social inclusion in preschool.

 

In order to answer the question of how educators relate to social inclusion in preschool, it is chosen to conduct semi-structured, qualitative interviews. We interviewed eight preschool educators to find out how they perceive their work with social inclusion. The two themes that appeared in the educators’ answers were inclusion and exclusion.

 

The study found that preschool educators' work with social inclusion is complex. Educators in the study considered that all children have the right to enter into a social context, to be socially included, and they acknowledges their responsibility to ensure that all children are included. They expressed that it is not the responsibility of the children, but the adults, to ensure that all children are included in the group. Several of the educators express that there are difficulties and challenges with inclusion work, and state that children need to master certain social skills in order to be able to be included. Adaptation will lead to all children being given the opportunity to participate and succeed. The study further shows that the interviewed educators consider themselves responsible for creating opportunities that enable inclusion.

The result of the study shows that for a functioning work with social inclusion, educator’ needs to form a common view and gain an understanding of the concepts of inclusion and exclusion among preschool teachers. The way educators perceive social inclusion, affects how educators work with social inclusion in preschool. In order to gain insight into, and in a more concrete way, an understanding of how preschool educators relate to social inclusion, it was chosen to accomplish this study. It is hoped that other preschool educators can benefit from the study's results in their professional role in the future.

Place, publisher, year, edition, pages
2018. , p. 39
Keywords [en]
preschool, inclusion, exclusion, perspective, social inclusion
Keywords [sv]
Förskola, Begrepp, Inkludering, Exkludering, Social inkludering
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-35546OAI: oai:DiVA.org:sh-35546DiVA, id: diva2:1215780
Subject / course
Pre-school education
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2018-06-09 Created: 2018-06-09 Last updated: 2018-06-09Bibliographically approved

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Pedagogiska utmaningar i förskolan(653 kB)59 downloads
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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
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • 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