Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Stärka barns sociala färigheter i förskolan: Pedagogers upplevelser av att organisera arrangerade lekstunder för en inkluderande verksamhet
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Strengthen children´s social skills in preschool : Pedagoues experiences of organizing arranged playtimes for an inclusive education (English)
Abstract [sv]

Syftet med denna kvalitativa studie var att undersöka hur pedagoger beskriver möjligheter och hinder med användningen av interaktionsfärdighetsprogrammet Play Time Social Time (PTST) i svensk förskoleverksamhet samt att undersöka hur de upplever att programmet kan främja en inkluderande verksamhet genom arrangerade lekstunder. Fem intervjusamtal har genomförts med två pedagoger som är verksamma på en förskola i Stor-Stockholm. På förskolan genomfördes även en observation under en arrangerad lekstund. Datainsamlingen analyserades kvalitativt och förslag på hur programmet kan anpassas till svensk förskoleverksamhet synliggjordes. Det framkom att de arrangerade lekstunderna bidrog till att samspel uppstod mellan barn som i vanliga fall inte interagerar med varandra samt lockade till lek hos alla barn, men framförallt hos barn som var i behov av särskilt stöd. Studien visar även att arrangerade lekstunder upplevs underlätta för pedagoger i skapandet av en inkluderande verksamhet. Avslutningsvis diskuteras hur pedagoger kan förhålla sig till barnet och lärmiljön och hur PTST kan anpassas till svensk förskoleverksamhet utifrån ett barnperspektiv. Vidare diskuteras vilka förutsättningar pedagogerna behöver för att skapa meningsfulla situationer där barnen kan interagera och inkluderas, samt hur specialpedagogen kan bidra med sin kompetens i detta arbete. 

Abstract [en]

The aim of this study was to investigate how two preschool teachers describes possible applications and difficulties that might arise when using the interaction program Play Time Social Time (PTST) in a Swedish preschool. The aim was also to investigate how the playtime activities suggested by PTST that the teachers arranged in their preschool were evaluated by the teachers and if they were viewed as beneficial in promoting inclusion and participation in interactions among the children.

 

Five interviewa with two preschool teachers were conducted who are operating in a preschool in Stockholm, and one observation has been conducted during one arranged playtime. The data collection was analysed qualitatively and gave indications about how PTST can be adapted into Swedish preschool.

 

According to the teachers the arranged playtimes facilitated interaction between children that usually did not interact, as well as they attracted to play for every child, but mostly those children who were in need of special support. The teachers experienced that arranging playtimes contributed to the pursuit of inclusive education. The preschool teachers beliefs about children's learning and the role of the environment in preschool are also discussed and how PTST could be adapted and used into Swedish preschools.

 

The paper discusses how the preschool teachers may create situations so that children interact and participate in an inclusive learning environment and also how special pedagogues  may support these processes.

Place, publisher, year, edition, pages
2016. , p. 46
Keyword [en]
preschool, social skills, play, interaction, children in need of special support, special pedagogue, Play Time Social Time
Keyword [sv]
förskolan, sociala färdigheter, lek, samspel, barn i behov av särskilt stöd, specialpedagogik, Play Time Social Time.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-139603OAI: oai:DiVA.org:su-139603DiVA, id: diva2:1073243
Supervisors
Examiners
Projects
Lek och samspel för alla barn i inkluderande förskolemiljöer
Available from: 2017-02-16 Created: 2017-02-09 Last updated: 2017-02-16Bibliographically approved

Open Access in DiVA

fulltext(844 kB)132 downloads
File information
File name FULLTEXT01.pdfFile size 844 kBChecksum SHA-512
12471da8d0b099679ba93761a80b0381745ce80c5cee3a93a318b9d6dcd5c08cc330b4d8b18a758a76952c40e460b0d151e59555f62646c6ac94d4a22ff6fbab
Type fulltextMimetype application/pdf

By organisation
Department of Special Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 132 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 337 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf