Att skapa förutsättningar för lärande-bärande broar mellan förskola och förskoleklass

Abstract

The purpose of our study is to find out if there are variations in the learning environments and working methods in preschool and preschool class, and to illustrate how the educators view transitions between preschool - preschool class. We also want to find out how the educators express themselves around children / pupils in need of adaptations / special support. Our study is based on a socio-cultural perspective, where we assume that learning takes place in a context, a context in which meaning is created through communication. People are constantly under development and change, and in all situations we can appropiate, thus take over and take on knowledge from our fellow human beings. The socio-cultural perspective has been inspired by the Russian researcher Vygotsky, who says that the child develops through his actions and his interaction with others and through biological changes. Mediated learning is a learning that takes place through knowledge acquired in different ways and with different tools. By using the socio-cultural perspective in our survey, we want to see which working methods are used and which learning environments have been built up. What opportunities are there for the children / students to communicate, appropiate and mediate?

In the study, we also examined how educators express themselves around children / pupils in need of adaptations / special support. As well as the importance of good transitions between preschool - preschool class. Is it a child / student with special needs, the categorical perspective, or is it a child / student in special needs, the relational perspective?

We have conducted the study with the help of interviews and observations of learning environments. The results show that the learning environments in both preschools and preschool classes offer different meeting places, different opportunities for communication, different constellations, different materials, different aids and different environments for the children / pupils to meet, communicate and develop together in. The biggest difference between preschool and preschool class is that the expectations are greater in the children in the care and knowledge bit in preschool class than in preschool. Several of the respondents also say that in the preschool, more is seen to the whole child and the children are given more opportunity and space to finish playing and to talk to each other. It is not possible to determine which perspective prevails in preschool or in preschool class. The categorical perspective could be discerned, among other things. When a preschool teacher teaches that everyone is expected to do the same. Sometimes the relational perspective is discerned, as the awareness of the positive with differences is expressed and the idea of ​​adapting the environment and working methods is emphasized for all children / pupils to succeed.

Regarding the handover from preschool to preschool class, there is often an elaborated action plan. However, the opinions about the handover talks are different. Some of the respondents say that the handover talks are not needed, while others say that more professions should participate in such important meetings.