Equivalence as concept and meaning in preschool is a scarcely explored area in both national and international research. In the Swedish school act (2010:800) equivalence is based on the three aspects; equal access to education, equal quality of education and that the education should be compensatory. It is the municipality together with the managers of preschool who are responsible for implementing this assignment. The overall purpose of this study is to find out which variations of perception managers of preschool have of equivalence in preschool and the research questions are: What do the managers of preschool put in the concept of equivalence? and How do the managers of preschool consider this to be reflected in daily activities? Semi-structured interviews were conducted with six managers of preschool from two municipalities. The collected data was analyzed using a seven step phenomenographical method, including the what- and how- aspects of the research questions. The results show a sample space of four descriptive categories: equivalent preschool activities, equivalent goal achievement, equivalent skills and treatment and equivalent workplace. In the categories it is possible to read that equivalence is given different meaning depending on whether the educators or the children are in focus. It was also found that equivalence is a continuous and challenging work both regarding the educators' competence and treatment and access to qualified personnel.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-36513 |
| Date | January 2017 |
| Creators | Silwer, Christel |
| Publisher | Malmö högskola, Fakulteten för lärande och samhälle (LS), Malmö högskola/Lärande och samhälle |
| 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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