Blivande förskollärares syn på den fria leken : Den fria lekens betydelse för förskollärarprofessionen
Sammanfattning: The study aims to describe the phenomenon of free play and prospective preschool teachers' perceptions of free play in preschool. Their perceptions of what happens during free play for children's development and learning. The method used is a group interview with five prospective preschool teachers. The choice of subject is based on the problem preschool teachers are sometimes faced with when someone with a little condescension expresses that you only play in preschool. Therefore, I believe that it is important to highlight the importance of free play for learning and development. The study has a phenomenographic approach and is a qualitative study. The results indicate that free play can be defined in different ways based on different aspects, the prospective preschool teachers perceive free play based on the following reasoning: it should be called free. Furthermore, the prospective preschool teachers describe the free play on the basis of children's initiative, the educators 'control, the children's wishes and the educators' sensitivity. The future preschool teachers have had to reason about a specific play situation and have expressed their views. These reasoning show how the curriculum for the pre-school in Sweden (Skolverket, 2018) can be implemented through play, and how important free play is for children's learning and development.
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