Förskollärares uppfattningar om skogen som lärmiljö : En kvalitativ studie om förskollärares olika uppfattningar om skogen som lärmiljö

Sammanfattning: The study will be based on a qualitative method with a focus on describing seven preschool teachers' different perceptions of the forest as a learning environment for all age groups in preschool. Further in this work, we want to contribute knowledge about the forest's possibilities for gross motor development, learning and influence for all children in preschool. As the curriculum for preschool (Skolverket, 2018) writes, it is the preschool teachers' responsibility that the children are stimulated and challenged in their cognitive and motor development and that the children should feel participation and influence in education. Furthermore, the curriculum states that no child in preschool should be subjected to discrimination on the basis of age. The study used semi-structured interviews as a method and is based on a phenomenographic approach. The results showed differences between the preschool teachers' perceptions in preschools with outdoor education and traditional education, where the preschool teachers in preschools with outdoor education perceived the forest as only positive with unlimited possibilities related to the age of the group of children. They perceived that everything you can do inside can also be done outside with all children, while those with traditional pedagogy highlighted some limitations in the forest linked to the age of the group of children. The conclusion of the study shows that the preschool teachers are unanimous in their opinion that the forest is an educational environment.