Language is the Key to All Learning : A Study in the Preschools' and Kindergartens' Work for Future Inclusion in Socioeconomic Vulnerable Areas

Sammanfattning: This study is focusing on the importance of the development of children’s language skills in preschools and kindergartens for successful implementation of children’s capabilities in future life. This is particularly vital for children growing up in socioeconomic vulnerable areas. The Swedish Police Authority defines Socioeconomic vulnerable areas as having a high unemployment rate, high crime rate and failed schoolings resulting which contributes to a social exclusion from the Swedish society, which lead to the unfortunate emergence of parallel societies. Swedish Government has assigned a one hundred million Swedish Krones for investing in implementation of sustainable social future for people in the socioeconomic vulnerable areas, but the Swedish scientific community is raising a concern that so far there are not enough studies made to reveal the strategic focus points for this investment. More studies on the subject are urgently needed. Therefore, the aim of this study is to investigate in this knowledge gap, particularly in finding connection between identity creation and language development and in comparing of different preschool and kindergarten teachers' approaches for improvement of children’s language development skills as well as finding ways to improve a cooperation with children’s guardians. In accordance with Sen and Nussbaum Capability Approach, an education should help children to advance in their capabilities as a prerequisite for sustainable development goals achievement in future. This study’s quotative and qualitative analysis is based on a Hermeneutic approach and semi-structured interviews. The respondents are explaining their concepts and views on the subject and several of them are noticing an age-connected pattern in development of children’s personalities as being formed primarily through development of their language skills. Some of the interview-questions touch upon finding an effective intercultural and sociocultural ways of cooperating with children’s guardians in order to develop children’s capabilities. The guardians’ greater embedment in cooperation is ought to help bringing up a democratic citizen well-integrated in the society as well as to lead to an improvement of students’ grades on later stages of compulsory education. The study lays basis for further studies on the subject.