Förskolans lärmiljö inomhus utifrån genusperspektiv : En kvalitativ studie med utgångspunkt i genussystemteorin

Sammanfattning: The purpose of this qualitative study was to contribute with increased knowledge about preschool teachers' use of gender perspectives in the work with the indoor learning environment. The research questions in the study concern to what extent and in what ways the preschool teachers describe that they use a gender perspective in the work with the preschool learning environment indoors, and what can be made visible in the preschool teachers' descriptions with the help of Hirdman's (1988, 2003) gender system theory. The selection of the study’s participants were preschool teachers, and the data collection method was semi-structured interviews that visualized the preschool teachers' work around gender perspectives. The result that has been produced from the nine interviews was, among other things, that the preschool teachers agree that the indoor learning environment should be designed to be accessible and suit all children according to their different needs, regardless of gender. We chose to use Hirdman's gender system theory where the preschool teachers' answers in the study have been analyzed based on the theoretical concepts of separation, hierarchies and gender contracts. A conclusion produced by the study was that there are both strategies and shortcomings in the work with gender in the learning environment, but that most of the preschool teachers use a gender perspective in different ways when working with the preschool's indoor learning environment. It was made clear in the gender analysis that the preschool teachers’ work with a gender perspective in the indoor learning environment to some extent takes place in accordance with Hirdman’s gender system theory. The theoretical concepts in the analysis show that there is separation in the preschool teachers’ work with gender-stereotypical materials, hierarchies where the preschool teachers choose to act more neutrally towards certain gender-stereotypical materials and that the gender contract is reinforced by the preschool teachers’ assumptions of what role they think the children want in roleplay.