Språkets makt: En diskursanalys av kommunikation i förskolans läroplaner : Diskurs om kommunikation i hur läroplaner positionerar barn och vuxna.

Sammanfattning: Communication is central to all teaching, not least to enable the conditions for a democratic education. This study therefore aims to focus on the discursive shifts in how children and educators are positioned in preschool curricula (Skolverket, 1998; 2018) regarding communicative contexts. Discourse analysis makes it possible to express the changes, continuities, and possible shifts in power relations. This becomes particularly relevant when we are facing a possible editing of the curriculum, which is expected to bring changes in preschool (Regeringskansliet, 2023). From a contemporary historical perspective, it is therefore relevant to present how the view of communication and children's rights is communicated in the curricula.    By examining power relations and how they appear in the different curricula, this contributes to creating insight into how expectations of preschool teachers' professional practice are performed. Power relations affects the view of communication and children's democratic opportunities for influence.    An important difference between the two curricula is that the one from 1998 is more open to the interpreters of the educators, while the one from 2018 is goal-oriented and defines what the educators are expected to do. The older curriculum focuses on care and children's knowledge development, while the newer curriculum is more focused on children's opportunities to express themselves and gain influence. In the 1998 curriculum, the child appears as an active learning subject with ability to independently seek knowledge, while in the 2018 curriculum, the child appears as a subject which the educator leads forward and is responsible for.