Förskolans systematiska kvalitetsarbete utifrån specialpedagogiska perspektiv
: En studie om rektor, specialpedagog och förskolepersonals upplevelser av det systematiska kvalitetsarbetets bidrag i utvecklingen av lärmiljöer

Translated title of the thesis: The Preschool's systematic quality work from special education perspective: A study on the principal, special education teacher and staff in the preschool's experience of the contribution of systematic quality work in the development of learning environments
  • Ellinor Roos
  • Sara Nordell

Student thesis: Professional degree, Advanced level


The Preschool's activities are included in the Education Act and shall be conducted as a separate form of school (first chapter 1 §, SFS 2010:800). The Preschool is based on treatment, learning, development and a holistic perspective where the role of the special education teacher can be seen as significant. The purpose of the study is to contribute with knowledge about the impact of systematic quality work on the preschool's development of learning environments from a special educational perspective and what effects this can have on preschool activities. The study is based on the socio-cultural theory of people's learning in interaction with others inspired by a phenomenological perspective. Semi-structured interviews with a special education teacher and three principals, together with a survey with preschool staff in a specific preschool area, formed the basis for the study's empirical basis. The study reflects the principals', special education teachers' and preschool staff's experiences of the systematic quality work, as well as the special education teacher's role in this. The analysis illustrates the principals', special education teachers' and preschool staff's experiences of the systematic quality work. The results of the study are presented based on three areas, which are classified as the respondents' experiences of the systematic quality work, the organizational conditions and how principals and preschool staff utilize the special education competence. The results show that the special education teacher and the principals feel that they have a good consensus regarding the meaning of systematic quality work. They also feel that there is special education support, which is not fully reflected in the preschool staff's response. The special education perspectives and the systematic quality work are found to be of importance for the preschool's opportunity for the development of learning environments. The complex activities of the preschool, in which the competence of the preschool staff are considered fundamental to the systematic quality work, constitute a multifaceted activity. The role of the special education teacher is seen as significant and the needs of the assignment are reflected. The Education Act (2010:800) and the preschool curriculum (Lpfö 18) highlight the purpose of following up and evaluating the activities. This is in order for the quality of preschool to be developed so that each child is given the best possible conditions for development and learning, which the study exemplifies.
Date of Award2022-Jun
Original languageSwedish
SupervisorCatarina Grahm (Supervisor), Ann-Elise Persson (Assessor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)


  • school development
  • systematic quality work
  • relational perspective
  • inclusion
  • teaching
  • preschool

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