Ska det kallas fri lek? : En fenomenografisk studie om förskollärares och barns uppfattningar om fri lek i förskolans inomhusmiljö.

Sammanfattning: Abstract The purpose of our study is to describe preschool teachers and children’s experience of influence in free play in the preschool indoor environment.  In our study, we have used semi-structured questions with a flexible interview guide that gives space to develop the answers. The study is a qualitative investigation and is based on a phenomenographic approach.  The results have shown that the preschool teachers conceptions of free play, is that play is an important part of the preschool’s activities, but also that free play never is completely free of control. The preschool teachers experience that the concept of free play never is used in the preschool activities. Free play should be called something else, since free play is important for children’s development and learning, but not without a preschool teacher present, to avoid possible conflicts or abusive treatment. The result showed that children’s influence from a democratic perspective is important in preschool activities, for example that children are given opportunities to influence the planning of the activities.  The conclusion of this study is that preschool teachers don’t use the concept of free play in preschool activities. The teachers use the concept play for all kinds of play.