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: En intervjustudie om uppfattningar om lek och lärande i förskolans arbetslag

  • Linn Ivarsson
  • Hanna Westher

    Student thesis: University Diploma

    Abstract

    In the preschool curriculum you can read about the importance of play and play-based learning. Since the emphasis on these aspects of the Swedish preschool has increased, the purpose of this study is to examine perceptions of play and learning in the preschool educational team. Based on our purpose we have chosen to use a phenomenographical research approach. We have implemented focus group interviews in two educational teams in two different preschool environments. The compilation of the interviews were dissected into themes through a content analysis. The result of the study showed a somewhat contradictory description of play and learning. Play is presented as an instrumental value, a means to achieve something else. Learning is described as an ongoing process that requires educators that are aware of their role as a teacher. Even though the preschool teachers considers play and learning as two separate activities whilst planning, they still emphasize the relationship between play and learning. To summarize this study, one conclusion is the importance of joint discussions in the preschool educational teams. This could immerse the understanding of play and learning, based on the deepened relationship in the Swedish curriculum. 

    Date of Award2018-Jan-08
    Original languageSwedish
    SupervisorEva Borgfeldt (Supervisor) & Lars-Erik Nilsson (Examiner)

    Educational program

    • Förskollärarutbildning

    University credits

    • 15 HE credits

    Swedish Standard Keywords

    • Educational Sciences (503)

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