Att undervisa de yngsta barnen i förskolan

This purpose of this study is to create a deeper understanding of teaching in kindergartens. Despite Swedish legislation defining preschool as a separate form of school where teaching is included as a meaningful activity, teaching has traditionally been associated with compulsory school attendance and formal education. Therefore, the author wishes to contribute to developing an understanding of what teaching in a kindergarten context entails.

The most important results indicate that teaching in kindergarten can be realised in different ways, which can create both opportunities and limitations for children’s learning. When kindergarten teachers succeed in collaborating with the children to create understandable and common goals, new opportunities arise to change behaviour and thereby learn something new. The results confirm findings from previous studies that underline the importance of sensitive and dialogic communication, as well as being able to take the children’s perspective and previous experiences into account. In addition to this, the study points to the collectively shared habits of kindergarten teachers as an important dimension that influences teaching and implementation of the curriculum through outdoor activities.  

The study focuses on a group of kindergarten children aged 1–3 and has been carried out using observational methods and a case study design. Through the pragmatism of John Dewey, the main focus has been on the actions of kindergarten teachers and how these actions contribute to various learning opportunities.

Catucci, E. (2018). "Att undervisa de yngsta barnen i förskolan". Akademisk avhandling. Mälardalen University.