Börjar man tänka på det så har man ett tungt ansvar : En kvalitativ studie om förskollärares perspektiv på inkludering i förskolan

Detta är en Kandidat-uppsats från Karlstads universitet/Fakulteten för humaniora och samhällsvetenskap (from 2013)

Sammanfattning: The purpose of the study is to contribute to knowledge about inclusion in preschool from the perspective of preschool teachers by making it visible how preschool teachers view their work to include all children in preschool, regardless of the children's conditions or needs. Qualitative interviews have been used as a research method and six interviews have been conducted with working preschool teachers. The interviews were recorded and then transcribed, after that the collected data material was analyzed from a categorically perspective and a relational perspective.  The results show that the preschool teachers describe that inclusion concerns a sense of community, where children can experience full participation and meaning in the preschool activities, which can be linked to a community-oriented definition of inclusion. Through the analyses a relational perspective can be made visible when the preschool teachers regard that inclusion in the preschool is achieved by creating an environment that is accessible to all children regardless of needs or conditions. The results also show that preschool teachers work to include all preschool children by making the environment clear and accessible. They also describe that their own attitudes and knowledge about inclusion are important factors for inclusion in preschool to be achieved. The preschool teachers emphasize that if inclusion is seen as children’s experience of participation, meaningfulness and community, inclusion can benefit children's development and learning. The preschool teachers also believe that external factors can obstruct and preclude, which can be connected to the view that inclusion is about all children being in the same physical space. Preschool teachers emphasize that inclusion can benefit children's development and learning, but that external factors can obstruct and preclude.  This study concludes that these preschool teachers have good knowledge about how to include all children in preschool and that they have the ability to do so if they are given the right conditions and not preclude by external factors. This study can be seen as relevant to read for anyone who is interested in inclusion in preschool and hopefully this study can contribute with an interest in further research on the subject.

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