Purpose
The purpose of this study is to examine whether it is possible for staff in kindergartens and day nurseries to work with dimensions of interaction between children, and between children and adults using a model of competence and activity development called pedagogical process reflection (PPR). This model is based on an alternation between PPR interviews and daycare centres' practice. In addition, this study examines whether the model can be used to strengthen the professionalism of the staff as well as the mental wellbeing of the children and to improve interaction within the institution.
Result
The researcher concludes that interaction processes at the daycare centre are essential to the wellbeing of the children. The pedagogical process reflection model can be used to enhance staff professionalism in relation to working with interaction of children and it can be used to create better interaction between the children. Furthermore, the researcher believes that this leads to a higher level of mental wellbeing among the children.
Design
On the basis of pedagogical process reflection, the researcher conducted five interviews with staff at five rooms in different Swedish daycare centres. She helped staff to reflect on and understand the current interaction processes between the children at the centres as well as between children and adults. On the basis of the recorded interviews, the researcher analysed the development in the interviews on the basis of a hermeneutic approach in order to understand how the reflection on the pedagogical process has affected the work with the children's interaction processes.
References
Bygdeson-Larsson, K. (2010). ”Vi började se barnen och deras samspel på ett nytt sätt”: Utveckling av samspelsdimensionen i förskolan, med hjälp av Pedagogisk Processreflektion. Umeå: Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, avhandling 36.
Financed by
not disclosed