”Det är ju liksom aldrig barnen som har utmaningarna”
: Kartläggning i förskolan

Translated title of the thesis: “It's almost never the children who have the challenges”: Mapping in preschool
  • Jessica Johansson
  • Sofie Helgesson

Student thesis: Professional degree, Advanced level

Abstract

The curriculum for preschool (Lpfö 2018, 2019) states that children who require special support have the right to have an education designed around their needs. The purpose of the report is to establish the core requirements in designing pedagogical mapping, in other words, how the principal, special educator and preschool teacher can collaborate in this design phase and how a preschools’ mapping templates are structured. The report rests on a qualitative study with semi-structured interviews and the theoretical starting point is based on Bronnfenbrenner's (1994) ecological systems theory.
The participants in the study are principals, special education teachers and preschool teachers from public and private preschools. The blank pedagogical mapping templates from both the public and private preschools was analysed based on a review template that we created. The results of the study showed that the work on educational mapping differed between the public and private preschools, observed in both the pedagogical mapping documents and from our interviews. Based on how the informants responded in the interviews, it was shown that the design of the pedagogical mapping documents corresponded with each other.The participants in the study highlight the importance of making the staff´s approach and interaction with the child as visible as possible when undertaking pedagogical mapping. The organisations are part of a macrosystem (Bronnfenbrenner, 1994) where the perception of children, attitudes, treatment and values permeate the micro, meso and exosystems.
The collaboration and the purpose of a pedagogical mapping differs somewhat between the two sectors, which is also impacted by the organizational setup with the principal, special educator, and preschool teacher. The study shows that pedagogical mapping is complicated and differences occur depending on whether the special educator works closely with the preschool or not. Discussions should always be guided by putting the child's interests at the forefront.
Date of Award2023-Jun
Original languageSwedish
SupervisorLinda Petersson-Bloom (Supervisor), Tina Kullenberg (Assessor) & Helena Sjunnesson (Examiner)

Educational program

  • Special Education Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogy (50301)

Keywords

  • Children in need for special support
  • Collaboration in preschool
  • Ecological systems theory
  • Mapping
  • Preschool

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