Konsten att undervisa i förskolan : En vetenskaplig essä om undervisning i förskolans kontext
Sammanfattning: This essay is about the teaching of preschool children. Teaching as a term is recently included in the preschool's curriculum and as it is a loaded concept in the preschool world, it affects the practice of preschool teachers. The purpose of this essay is to try to investigate what the concept of teaching means from the perspective of the preschool. My research questions are as follows: ' What does teaching in preschool mean? ' How is teaching done in practice at preschool? ' What is good teaching and how is it created? To get answers to these questions, I have done participatory observations where I observed two experienced preschool teachers in their work with the children. This text is written in the form of an essay which is also seen as a research method. By starting from self-perceived situations that remain and gnaw at me, and reflect on these from different perspectives, I can develop my understanding and my practice when it comes to teaching in preschool. The essay discusses the introduction of the teaching concept into the world of preschool, which is considered problematic since the concept is often linked to the school's practice and to mediation education. Depending on how understanding of teaching as a concept is done, there are perceived differences affecting how the preschool teacher performs his or her teaching. The essay also discusses how different theories on homing processes and children's influence affect the teacher's teaching. It also appears that different teaching environments can be distinguished in preschool´s activities and these are created by the preschool teacher based on different theories of practice. The kind of teaching environment offered to children affects the cognitive content of the activity thus the quality of the teaching. Quality and measurability are also in the essay discussed in the context of preschool. One point of view that is highlighted is that the introduction of the concept of teaching and a more goal-oriented approach has to do with society's need for quality assurance. From a perspective of quality that is instead characterized by the ability to perform a good judgment, a more conscious understanding of teaching in the preschool becomes important. One of the conclusions is thus that the art of teaching in preschool has practical knowledge to do, which requires experience and ability to reflect in a thoughtful manner.
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