Rörelse i förskolan : En studie i om förskollärares syn på barns rörelse
Sammanfattning: The purpose of our thesis was to investigate preschool teachers’ views on the children's need for movement in preschool activities. We wanted to know how children are given opportunities for movement in preschool. The method for finding out about the survey was through semi-structured interviews with identical and open-ended questions, as well as follow-up questions. We interviewed four preschool teachers each and there were eight teachers in total. The results show that preschool teachers think that movement is important, but they plan and respond to children's movement needs in different ways. Some preschool teachers´ see movement from a health perspective while others see movement as useful for learning. Where movement can easily be overlooked, as preschool teachers do not appreciate or do not feel able to plan movement activities. When movement does take place, it is then well planned and structured and adapted to the nature of the group of children for the day. Some of the preschool teachers think that movement activities are good and are positive. There are movements activities like dancing, various games, and obstacle courses that children appreciate and are happy to participate in. Preschool teachers believe that movement is a good tool for learning. Some of the preschool teachers believe that it helps the children to gain an understanding of their learning and that they see movement from a health point of view. The Conclusion shows that some of the preschool teachers see body and mind as completeness. That the body is at the centre of learning, while movement activities create community. Whilst other preschool teachers divide body and mind and do not see that connection. They see movement as health-promoting activities. We could see that preschool teachers take care of the children's movement needs according to their own ability depending on how close or not movement is to them.
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