This study, written in the form of an essay starts with the visualized narrative of a preschool preparatory training experience. The narrative illustrates a troubled conjunction between teacher and parent. The troubled conjunction concerns how long the preschool preparatory training should be. The objective of this study is to explore my own actions and with the outset of my professional role assess and learn what happens in this meeting.
My question formulations are: How can I relate to parents with other expectations then mine? What kind of dialog can I hold with the parents?
I closely monitor my experiences and my practical knowledge, objectively and meticulously. To conduct an assessment from many perspectives, I used a hermeneutic method to interpret my own actions as well as the research I have studied.
Theoretical perspectives of great importance for this study is primarily works by Anders Broberg, Pehr Granqvist, Tord Ivarsson, och Pia Risholm Mothander who all are of significant importance for their research of emotional attachment-behavior in children.
The pedagogues Lene Lind, Gunilla Niss och Anna-Karin Söderström have given me many different outlooks with their work and research of integration between home and preschool. In this way they had great influence of the content in the essay.
In my research I have come to the conclusion, one of the most important aspects during the preschool preparatory training is to form an open and trustworthy dialog between parents and teacher. Another aspect is the importance for the teacher to reflect over the pedagogical method used during the preparatory training. Also to reflect over daily routines, approach and relations.
2015. , 30 p.