Förskollärarkompetens – Skärningspunkt i undervisningens kvalitet

The purpose of this investigation is to analyse learning in pre-school. The theoretical framework consists of interaction theories and ecological theories that consider individuals and the environment to be actors in a mutual and continuous collaboration. In this study, pre-school learning is treated as communicative, interactive and relational and as a phenomenon that needs to be understood in a societal context.

The results showed that the quality of pre-schools varies. The results indicate that activities requiring interaction with adults were of low quality, including interaction and communication with children in connection with concepts and learning. The expertise of pre-school teachers is a determining factor regarding the quality of learning.

Qualitative observations using the Early Childhood Environment Rating Scale-3 (ECERS-3) were made in 153 Swedish pre-schools. The investigation focused on teaching methods based on both sociocultural and ecological theories. A stratified sample of 12 municipalities represents a variation of geographical areas, living conditions and socioeconomic backgrounds. Approximately 450–500 pre-school departments were included in the study.

Williams, P. & Sheridan, S. (2018). «Förskollärarkompetens – Skärningspunkt i undervisningens kvalitet». Barn, 36(3-4):127-146.