Min essä handlar om ett problem som jag ofta mött i mitt arbete på förskolan – hur man ska hantera barn och föräldrar som kommer sent. Det blir ofta ett dilemma när olika värden ställs mot varandra så som kollegornas olika synsätt på verksamheten och på lärande, individ och gruppens behov och strukturer och regler mot vad som är praktiskt i situationen. Jag inleder essän med två berättelser om situationer från mitt arbete i förskolan som illustrerar dilemmat. Dessa situationer tar jag sedan som utgångspunkt när jag reflekterar över dilemmat med hjälp av olika teorier. Syftet med denna essä är att belysa och undersöka ett problem som jag tror många förskollärare möter. Hur det hanteras får konsekvenser för att alla barn ska få möjlighet att få uppleva sin tid på förskolan som både lärorik och rolig, och för att de ska få den omsorg och bemötande som de förtjänar. I min essä har jag undersökt hur det är möjligt att som pedagog förstå och förhålla sig till den här typen av situationer. Jag har även reflekterat över mitt eget förhållningssätt i situationen, varför jag gör som jag gör och om vad som tyckts fungera respektive innebära problem. / My essay is about a dilemma that I often face at my work in preschool – how to handle children and parents that show up late for school. It often becomes a problem when different values are in conflict, as can happen when colleagues have different views on how to handle daily activities and teaching. Furthermore, the needs of the individual and the group as a whole, in terms of structure and rules, may be in conflict against what’s practical in the situation when parents and children show up late. My essay contains two stories about situations at my work in preschool that illustrate the dilemma. I will use those two situations as a base, as I reflect over the dilemma using different types of theories. The purpose with this essay is to bring into light and investigate a problem I believe many teachers have. The consequence of my investigation will affect the children’s opportunities to find their time at preschool both instructive and fun, and that they also receive the care and treatment they deserve. In my essay I have investigated how it is possible for an educator to understand and relate to these types of situations. I have also reflected on my own approach in the situation, why I do as I do, what seems to work and what seems to create problems.

This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research. A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.

This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research.  A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.

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