In this phenomenographical study I compare how preschool teachers interpret, work with and experience the task of giving parents involvement and influence in the preschool activities. Eight preschool teachers have participated in the study by either taking part in interviews or answering questionnaires. The preschool teachers either work in preschools with a high proportion of children with foreign backgrounds or at preschools with a low proportion of children with foreign backgrounds. The result has shown that the assignment is interpreted in several ways: it is an important but at the same time complex and difficult task to define. The preschool teachers both have similar and different strategies and methods for working with parents' involvement and influence. Furthermore the result has shown that preschool teachers at preschools with a high percentage of children with a foreign background often experience barriers in getting the parents' involved and the result also indicates that these preschools work more intensively to get these parents involved. In preschools with a low proportion of children with a foreign background it seems to work well for the most part and the barriers in parental involvement are few.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-35388 |
| Date | January 2018 |
| Creators | Högberg, Sara |
| 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 |
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