Pedagogens krishantering i förskolan ur ett trygghets- och lärandeperpektiv
Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Our view is that from a learning perspective create awareness of how teachers in preschool take responsibility and work to meet children who are in crisis situations, so that safety and learning at the individual child and the group are utilized. The curriculum for preschool, Lpfö98 (Ministry of Education, 2006) includes the goal of laying the foundations for lifelong learning, where activities will offer a safe and educational environment for all children who attend and there even care, nurturing and learning will form an entirety. Our discussion of problems is how these objectives can be met when one or more children are in crisis because safety can be dismantled and learning to become inhibited. To come to our conclusions at our results and to answer our purpose we started from three research questions and also used the interviews as a method. The result of our discussion of problems is that the care, nurturing and learning in a crisis create a complete, because they depend on each other even if the elements do not take as much space. Various proposals on how to be responsible and work to meet children who are in crisis situations, so that safety and learning at the individual child and the group is taken to be discernible in the work where it’s made visible how the care, nurturing and learning together can form an entirety. However, there is no correct guideline for this.
Place, publisher, year, edition, pages
2011. , 26 p.
Social Behaviour Law
Samhälls-, beteendevetenskap, juridik, Lärande, Förskola, Pedagog, Trygghet, krishantering
IdentifiersURN: urn:nbn:se:ltu:diva-43541Local ID: 16975765-0d67-4bad-9175-fc99a5b0ed12OAI: oai:DiVA.org:ltu-43541DiVA: diva2:1016774
Subject / course
Student thesis, at least 15 credits
Education, master's level
Validerat; 20110223 (anonymous)2016-10-042016-10-04Bibliographically approved