Vaka över barnen - En studie kring barns och pedagogers tankar om tillsyn av den fria leken.

Sammanfattning: This survey is about pre-school teacher’s supervision over children’s play. In an earlier study children expressed that they had places they called their own. In those places where they were in charge the adults were not welcome unless they were invited by the children. This aroused our interest to do a survey about children’s influence over their playing time. In a qualitative study on two different pre-schools, eleven children and four teachers were interviewed. The study explores where children choose to play and if patterns in how they choose to play while not supervised could be identified. The study utilizes theoretical concepts such as places for children-children’s places, affordance and how the pre-school is managed. It also includes the development of the pre-school historically and social risks in a historical perspective. The results of the study show that the children feel that they aren’t allowed to play without the supervision of their teachers. The children express where they prefer to play. The children prefer to play in environments they were involved in creating, places they can find affordance in and places they were not constantly supervised by teachers. The study also shows that teachers interrupt the children during their play, and that they do so knowingly for safety reasons. The children suggest a solution that they could tell the teacher in advance that they want to play alone. The teacher’s suggestion is to start a conversation to discuss how they together can come to a solution of the problem.