Förskollärares kommunikation och bemötande med barn i förskolan. : Med fokus på förskollärares upplevelser kring barn i behov av särskilt stöd.

Sammanfattning: The purpose of this study is to investigate preschool teachers' communication and treatment with children in preschool. With questions about how pre-school teachers experience the communication and what meaning they consider communication in the day-to-day activities. Sociocultural theory is used to study the communicative activities and from a phenomenological perspective, the phenomenon is described. The hermeneutic perspective conveys the experiences of the phenomenon. The methods used for the study were through qualitative interviews with preschool teachers, which consisted of structured questions and with open follow-up questions. Qualitative interview ideas were chosen when questions were made for more open answers and where the experiences form the basis of the phenomenon of communication. The result showed several different themes that formed the basis for sustainable communication in preschool. The conclusion or the very essence of the phenomenon of communication was based on the interpretative phenomenological analysis; Possibility of sustainable communication, where prototypes like time, child vision and, among other things, cooperation showed the necessity for making sustainable communication with the children in preschool and especially for children in need of special support.