The aim of this study is to examine the ways in which educators at a preschool work to include all children in the children's group during the daily gathering. We have analyzed the result we obtained with the help of Moira von Wright's relational and punctual perspective on how educators should meet the children to create a genuine educational meeting. The data for this study has been obtained through observations and interviews which has taken place at the same preschool. Observations and interviews fall under the category of qualitative methods. The gathering of data took place during separate occasions. The observations took place two times where we observed how the educators acted during a gathering at the preschool. With emphasis on how they worked and acted to conclude all the children. We also interviewed two preschool teachers to see how they both looked at the concept of inclusion and to see if there were any differences or similarities in how they related to the concept. The learning environment and the teacher's approach were two themes we chose to focus our observations and interviews on. Based on the results we obtained from the material collection, we could make many discoveries. Our result shows that the routine situation that the gathering is not always suitable for all individuals in a child group and this can result in exclusion. The punctual perspective has proved to be a dominant discourse in our results and this can lead to the children’s opportunities for participation being limited.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-38213 |
| Date | January 2019 |
| Creators | Marino, Madeleine, Kabraiel, Olivia |
| Publisher | Södertörns högskola, Lärarutbildningen, 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 |
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