The purpose of my study is to find out how a preschool teacher look upon children's culture and learning. have preschool teachers' understanding and work with children's culture been impacted by this initiative? To highlight this I have asked the following questions: How are preschool teachers' attitude towards Kultur i ögonhöjd? And where do learning fit in into preschools active undertaking with culture? I use qualitative interviews with a low degree of structure as a method to collect empirical data. The survey was conducted with a group of six preschool teachers where everyone works as culture delegates, a roll where they are ultimately responsible for preschools development in its undertaking of culture. I analyse the results with the help of Vygotsky and his theory of the proximal development zone. The proximal development zone is the potential for learning that go beyond what a child can reach on its own and to which a child can reach by help of others or artefacts. In this essay I divide children's culture into three categories. Culture for children is created by adults for children. Culture by children are when children themselves create without adult influence and culture with children when children and adults interact in the cultural process. Some of preschool teachers were positive about the venture presented by the city of Stockholm since it meant more opportunities for cultural experiences for children. They only showed prof of actively working with culture for children. A major part of the preschool teachers were disappointed in Stockholm's initiative as they considered that it only focused on culture for children. They felt that the culture by children and culture with children was pushed aside. When it comes to culture and learning processes, there are four main tracks. The adult conveys learning by making use of a cultural product, this is culture for children where the children reproduces what the adults presents them with. The next track is when adults tries to inspire by the means of culture for children, so that the children themselves become creators of culture by children. Now the idea is that what the adult presents will lead the children to become creative. The third track is when the adults captures what the children are exploring and gives the children challenges, artefacts and discusses with the children so that they canmove forward in their processes. This is a form of culture with children. The last way is to create environments that are built for the children to explore and be creative in. The adult will be documenting the children´s behaviour so that they later can reflect over how they can challenge the children to help them forward in their learning process. This is a form of culture with children.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-29051 |
| Date | January 2015 |
| Creators | Ohlin, Jonas |
| 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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