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Pedagogers tankar om leken i förskolan: En komparativ studie med utgångspunkt i Montessori- och Reggio Emilia-inspirerade förskolor
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2016 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Teachers' thoughts on childrens' play in pre-school : A comparative study of Montessori- and Reggio Emilia-pre-school philosophies (English)
Abstract [sv]

Med denna studie vill jag öka kunskapen om hur pedagoger inom Montessori- och Reggio Emilia-inriktade förskolor uttrycker sig om lek. För att få fram syftet och mina frågeställningar, Hur uttalar sig pedagogerna som är inriktade på Montessori respektive Reggio Emilia om leken i förskolan? Vad uttrycker pedagogerna som betydelsefullt för barns lek i respektive inriktning? Vilka begrepp finns i pedagogernas berättelser i respektive inriktning om barns lek? använder jag mig av intervju som metod. Studien utgår från ostrukturerad intervju i form av gruppintervjuer. Jag intervjuade pedagoger på två förskolor med respektive arbetssätt. För att analysera materialet används den teoretiska utgångspunkten som är en etnometodologisk samtalsanalys där jag i slutändan gör en komparativ studie av det som framkommit. Studiens resultat är att Montessoripedagogiken och Reggio Emilia-filosofin skiljer sig, utifrån pedagogernas förklarande. Montessoripedagogerna beskrev leken utifrån pedagogikens begrepp och Montessoriförskolor överlag och Reggio Emilia-pedagogerna beskrev leken med varierande ord utifrån deras förskola. 

Abstract [en]

The purpose of this study is to create knowledge about teachers’ thoughts on children’s play in pre-school, depending on whether they are working in a Montessori- or Reggio Emilia-pre- school. To meet this purpose and answer my research questions, How do teachers from Montessori- and Reggio Emilia-pre-schools express themselves when discussing children’s play in pre-school? What do the teachers express as important for children’s play? What concepts do the teachers express in their stories? Interviewing is the chosen research method. I use the unstructured interview technique in two group interviews of teachers from two pre- schools in Sweden. The theoretical framework is an ethno-methodological conversation analysis as the base of a comparative study between the pre-school philosophies. Based on the teachers’ stories, the study has concluded differences between the philosophies. The teachers from the Montessori-pre-school described children’s play strictly from the common concepts of the Montessoriapproach, while the teachers from the Reggio Emilia-pre-school used varying words that related to how they discussed play at their specific pre-school. 

Place, publisher, year, edition, pages
2016. , p. 45
Keyword [en]
montessori, reggio emilia, conversation analysis
Keyword [sv]
montessori, reggio emilia, samtalsanalys
National Category
Pedagogy Humanities
Identifiers
URN: urn:nbn:se:kau:diva-43263OAI: oai:DiVA.org:kau-43263DiVA, id: diva2:938103
Subject / course
Pedagogy
Educational program
Early Years Education Programme, 210 hp
Supervisors
Examiners
Available from: 2016-06-16 Created: 2016-06-16 Last updated: 2016-06-16Bibliographically approved

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CiteExportLink to record
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