"Jag vill spela fotboll" : En essä om att få barn engagerade i förskolans undervisning

Sammanfattning: The purpose of this experience-based essay is to reflect on a dilemma that may arise in my work as a preschool teacher and which I present in my own experienced story. The dilemma is that I as a preschool teacher have a responsibility to give the children the conditions to develop in the subjects presented by the preschool curriculum, such as mathematics, language, science and technology. At the same time, I meet children who are not always receptive to it and where I sometimes fail to reach them. I present this in five different situations where I myself am an educator who meets children in events that have occurred but which are to some extent distorted. In these situations I tell you about Fia, Cassandra, William and Simon. Fia and Cassandra are more interested in playing than taking part in an experiment in which we investigate what happens when you put sugar cubes in water. William would rather build a space rocket of Lego than listen to a fairy tale, and Simon longs to play football when we reflect on what we can do to help the environment. In my reflection, I will base myself on three issues. My first question is how I as a preschool teacher can shape the teaching so that the whole group of children becomes engaged and interested in learning new things. My second issue is how I as a preschool teacher can help the children who are not so involved in teaching situations to become more involved. My third issue is how I can be a fair preschool teacher towards all children. I will reflect on these three issues with the help of my story and the literature I have chosen to use as references to my thesis. I have tried to choose literature of great breadth so that it can be as productive as possible for my thesis. What I find is that a greater preparation for the activity and also a follow-up afterwards can affect the children´s group´s commitment and interest in a good direction. Other factors that can have a positive impact can be to increase the variation, work more in smaller groups to more easily support each child and to base more on what the children are interested in.