Den pedagogiska samlingen i förskoleklassen. Barns olika sätt att erfara och hantera svårigheter.

This study examines how preschool children experience and deal with problems. The objective of this study is to increase understanding of children’s behaviour in situations they experience as difficult. The research questions are as follows:
What do children experience as being difficult, during morning assembly? 
How do children deal with these problems?
How do children try to solve these problems?
What do social pedagogues do to help children solve problems?

The result shows that communication, interaction, participation and learning are relevant for the ways children learn and act in preschool. When children and teachers have a positive relationship,
in the sense that the adult bases his/her actions on the child’s own world, this increases the possibility for active participation and interaction between children and social pedagogues. To some extent, children’s participation also means that they experience learning situations as less serious, when the child’s perspective is taken into account, and when play and learning are integrated into the pedagogical circle time. Good pedagogical circle time allows children to become involved in integrated play and learning situations in the best possible way, so that they can work with challenging tasks that spark an interest for learning.

This study is a qualitative study with observations and interviews (methodology: Stimulated Recall). Subsequently, a phenomenographic analysis and a hermeneutic interpretation analysis were carried out. The study includes 115 children broken down by 15 different preschool classes. Data was collected through video footage and interviews with 61 girls and 54 boys.

Svensson, A. S. (2009). Den pedagogiska samlingen i förskoleklassen. Barns olika sätt att erfara och hantera svårigheter. Göteborg: Institutionen för pedagogik och didaktik, Göteborgs Universitet.