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Flerspråkiga barns inkludering i förskolan: En studie om förskollärares arbete kring barn med annat modersmål än svenska
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
Multilingual children’s inclusion in preschool : A study of preschool teachers’ work around children with a mother tongue other than Swedish (English)
Abstract [sv]

Denna studie syftar till att ta reda på hur de barn i förskolan som har ett annat modersmål än svenska inkluderas i barngruppen. Att inkluderas innebär för dessa barn att de tillsammans med övriga barn i barngruppen betraktas som en helhet. Detta medför att inga barn exkluderas för sina olikheter och att olikheter främjar lärandet. Jag upplever att förskollärarna har ett stort ansvar för hur barnens situation ser ut, och därför har dessa varit mitt studieobjekt.

Min empiriska undersökning gjordes med tre förskollärare på tre olika förskolor. Med varje förskollärare genomfördes en direkt intervju med förutbestämda frågor, där förskolläraren också gavs utrymme att prata fritt. Övrig insamling av material för studien har skett i form av litteratursökning.

Bakgrunden till studien bygger på erfarenheter av ett bristande förhållningssätt hos förskolepersonalen samt ett modersmålsstöd som innebär en exkludering för barnet. Resultatet visar att ett relativt medvetet förhållningssätt förekommer hos personalen vilket gynnar barnets inkludering. Däremot missgynnas barnet av det modersmålsstöd som finns i förskolan.

Abstract [en]

This study aims to find out how the children in preschool who have another mother tongue than Swedish are included in the group of children. Being included means that all children in the group are considered as an entirety, which means that no child should be excluded and that diversity promotes learning. I feel that preschool teachers have great responsibility for the children’s situation, that is why preeschool teachers have been focused in my study.

My empirical study is done with three preschool teachers in three different preschools. An interview with predetermined questions has been made with each one. They where also allowed to talk freely around the questions. Other data collection for the study has been done by reading relevant literature.

The study takes its starting point in my experiences of a lack of attitude in preschool staff, as well as a mother tongues support that results in excluding the child. The result shows that a conscious approach among the staff exists which promotes the child's inclusion. It also shows that the mother tongue support that children get does not benefit them in preschool.

Place, publisher, year, edition, pages
2016. , 39 p.
Keyword [en]
Preschool, Preschool teacher, Children, Mother tongue, Multilingual, Inclusion, Exclusion
Keyword [sv]
Förskola, Förskollärare, Barn, Modersmål, Flerspråkig, Inkludering, Exkludering
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:kau:diva-43592OAI: oai:DiVA.org:kau-43592DiVA: diva2:942517
Subject / course
Pedagogy
Educational program
Early Years Education Programme, 210 hp
Supervisors
Examiners
Available from: 2016-06-27 Created: 2016-06-24 Last updated: 2016-06-27Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • Other locale
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Output format
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