This essay is set out to study the interactions between children and dogs in a preschool environment. The purpose of this study is to investigate if the dog has any educational value for the children and if the dog can be of any help to the children to fulfill the Swedish preschool curriculum aims. The method used in this study is grounded theory. Data consist of interviews with preschool teachers whom have experience in working with dogs and children. Data has also been collected through observations between children and dogs in a preschool environment. Diary writing and interviews with persons with longtime experience of working with dogs have also been used. Through this data a grounded theory is finally generated. The grounded theory in this study consist of a core category - “experience”, and is divided into four subcategory’s; “development and learning”, “values”, “Child” and “Dog”. The theory highlights the fact that dogs do have a value for the children in their individual development and progression in values. The children also perceive the dog as a friend to play with, and a place where they can seek and get comfort and safety. The dog on its behalf can be construed as it appreciates the work, being around people and a part of a pack.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-30579 |
| Date | January 2016 |
| Creators | Sandblom, Mikael |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0526 seconds