Estematik i förskolan. : Pedagogers estetiska och matematiska arbete i förskoleverksamheten

Sammanfattning: Abstract The aim of the study is to describe from a socialsemiotic perspective, and discuss how the preschool activities uses aesthetic and mathematical methods in collaboration. This essay has compared the areas and chosen to highlight aesthematics, which is a new concept introduced to visualize the cooperation between mathematics and esthetics. Based on the purpose, three questions have been raised: How does preschool activities use the mathematics in relation to aesthetics and how the disciplines interact with each other? What dependency do the subjects have in relation to each other, is the time allocated for each topic separately and, if so, why? How do subjects take place in preschool activities, is one of the subjects subordinate to or above? Methods used to gather empirical data were observations of preschool teachers activities and stimulated recall with preschool teachers. The results of the study highlight that the aesthematics are shaped after activities. This means that based on the different activities, the overall role of aesthetics and mathematics changes. Furthermore, both results and discussion reveal that preschool teachers knowledge of the subject areas plays a decisive role in how they are highlighted in preschool activities. The study highlights a conclusion that clarifies the importance of the preschool teachers time for reflection with third parties for professional development.