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Det kompetenta och beroende barnet: en undersökning om omsorg, lärande och kön
Södertörn University, School of Culture and Education, Teacher Education.
2013 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesisAlternative title
The competent and dependent child : a study on care, education and gender (English)
Abstract [sv]

Uppsatsen undersöker hur samtal om omsorg och lärande fördelas under förskolans hämtningssituation. Syftet är att analysera hur det kan förstås konstruera barn och barndom. Lärande och omsorg ses som separerade begrepp för att synliggöra omsorg i en övrigt dominant diskurs om lärande. Uppsatsens teoretiska utgångspunkt är socialkonstruktivistisk och delvis kopplad till barndomsforskning. För att uppnå syftet har hämtningar observerats på två kommunala förskolor under fyra eftermiddagar i Stockholm under mars-april 2013. Uppsatsen bygger på en etnografisk ansats och insamlat material tolkas utifrån en hermeneutisk tolkningsram.

Samtalen under observerade hämtningar handlar övervägande om omsorg varav endast fyra samtal berör lärande. De fyra samtalen om lärande handlar om flickor. När barnens kön skrevs ut även gällande samtal om omsorg, exponerades fler aspekter av hur kön konstrueras under observerade hämtningssituationer. Observationerna visar på en tendens där samtal om omsorg gällande pojkars mat och sömnrutiner beskrivs mer ingående än flickors. När det gäller kläder, som en del av omsorg, förväntas flickor ta ansvar för sina kläder men inte pojkar. Detta åskådliggör en tendens i observerade hämtningssituationer där pojkar i högre grad konstrueras som beroende av omsorg medan flickor istället konstrueras som kompetenta och ansvarstagande.

Abstract [en]

This essay is an attempt to investigate how conversations about learning and care are distributed in the pick-up situation in preschool. The intention is to analyse how that could be understood in constructing children and childhood. Education and care are in the text separated concepts to clarify aspects of care in an otherwise dominant discourse of learning. The theoretical viewpoint is based on social constructivism and partly on childhood studies. To reach the purpose of this essay, observations where done during four afternoons at two public preschools in Stockholm March- April 2013. This essay is based on an ethnographic approach, and understood from a hermeneutic view.

The conclusion and result from the observations is that conversations during observed pick-up situations are mainly about care. Only four conversation concerns learning, these four conversations are about girls. When the children’s gender was written out in conversations about care as well, it exposed other aspects of how gender is constructed in observed pick-up situations. The observations reveals a tendency whereas conversations about care, understood as routines connected to eating and sleeping, are described more in detail about boys. When it comes to clothes, as an aspect of care, girls are expected to take responsibility over their clothes, but never boys. This elucidates how boys are more likely to be constructed as depending on care, whereas girls are constructed as reasonable and learning in observed pick-up situations. 

Place, publisher, year, edition, pages
2013. , 50 p.
Keyword [en]
Care, education, gender, childhood, preschool, pick-up situation, social constructivism
Keyword [sv]
Omsorg, lärande, kön, barndom, förskola, hämtningssituationen, socialkonstruktivism
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-20116OAI: oai:DiVA.org:sh-20116DiVA: diva2:661778
Subject / course
Education Studies
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2013-11-05 Created: 2013-11-04 Last updated: 2013-11-05Bibliographically approved

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