In professional practice as a preschool teacher there can be a difficult balance between giving the children “real influence” in their everyday life and education and at the same time raise and educate them based on the norms, laws and governing documents that must be followed within the practice. This study aims to find out the teachers own view and perception of the interpretable concept “real influence” and how this is practiced in their daily interaction with the children combined with planned and goal-oriented teaching activities. In order to get results that would contribute to the discussion of this subject we collected empirical data from interviewing preschool teachers and observing their interaction with the children during planned, goal-oriented teaching activities. The empirical data were analyzed with a phenomenographic approach. We analyzed and reflected on the material from several different points of view to try to deepen our understanding and be able to draw well-founded conclusions. We sought support and knowledge using Foucault's power theory and Mead's intersubjectivity theory, which we then linked to the data we collected. The results of this discussion suggest that there is always a balance between real influence and control in the education and interaction with children. It is up to the teachers to define and judge where the line is drawn. Based on their knowledge, experience and governing documents they must determine what is in the best interest for the children both in the present time and in the future.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-44484 |
| Date | January 2020 |
| Creators | Adenberg, Sarah, Lee Duvefjord, Nayoung |
| 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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