Förskolans fysiska inomhusmiljö: En studie om sex förskollärares tankar kring den fysiska inomhusmiljön samt dess betydelse för barns lärande
Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
The aim of our study was to study the thoughts and intentions of preschool teachers in two different kindergartens have been, how they have designed the physical indoor environment. We also wanted to study how they look at the physical indoor environment to children's learning and also the child perspective and epistemological pre-school teachers and how they are reflected in the environment. One was a Reggio Emilia inspired preschool and the other a nursery school without any specific direction. We chose to limit our investigation to two nursery with sections where the children were aged 1-2 years. The study included three pre-school teachers from each of pre-school in the interviews. We chose to study on this problem area on which we based on our past experience has seen that there are very big differences in how the preschool teachers at various nursery schools have chosen to develop the physical indoor environment. These differences contributed to that we wanted to show what these differences are based, as we believe that the physical indoor environment is very important for children's opportunities to explore and be challenged, which in turn contributes to the development of children. In our view, we chose to include highlighting past research on the nursery has been developed to date, the curriculum for pre-school approach to children's learning and development, and the physical environment to children's learning. Our study was a qualitative study where we used interviews and observations as data collection methods. Our results indicate that the preschool teachers at both of them based on their age and interests when they are continuously designing the physical indoor environment. The purpose of the material's availability, the room's design is that it will enable the children to be independent and make their own choices. All pre-school teachers believe that the physical indoor environment has a significant impact on children's learning. Our results indicate that preschool teachers have a lot of similar thoughts and intentions regarding the physical indoor environment design but based on our observations, we feel that in practice is reflected in different ways in each preschool. Our results also show that preschool teachers' way of thinking at both preschools differ on how they reflected on their child perspective and approach to knowledge and how it is expressed in the physical indoor environment.
Place, publisher, year, edition, pages
2011. , 37 p.
Social Behaviour Law
Samhälls-, beteendevetenskap, juridik, förskola, förskollärare, fysisk inomhusmiljö, Reggio Emilia
IdentifiersURN: urn:nbn:se:ltu:diva-51769Local ID: 8f34db17-8c97-48ce-8498-1447a0a912ccOAI: oai:DiVA.org:ltu-51769DiVA: diva2:1025133
Subject / course
Student thesis, at least 15 credits
Education, master's level
Validerat; 20110609 (anonymous)2016-10-042016-10-04Bibliographically approved