Att möta barnen i deras utforskande : En enkätstudie om barns inflytande och delaktighet i fysikundervisning i förskolan

Sammanfattning: The aim of this study is to contribute with increased knowledge about how preschool teachers can promote children's influence and participation in physics teaching. To investigate this, a web survey was sent out to preschool teachers in a medium-sized municipality in Sweden. The study's data consists of the preschool teachers' responses which have been analyzed quantitatively but also qualitatively through a phenomenographic analysis model that seeks to make different perceptions visible. Our results show that preschool teachers need greater subject knowledge and more resources to succeed in this in practice. Increased knowledge in physics among preschool teachers may result in a bigger interest and a feeling of self confidence in physics teaching. Our conclusion is that the right prerequisites can promote children's participation and influence in physics education. These prerequisites concerns having enough staff, plenty of planning time and that staff must be offered continuous competence development and collegial learning in order to be prepared to teach physics based on children's interests. The results also show a point of view where influence is something that is created together with the children and is not expressed as something the preschool teachers should offer, it already exists. The preschool teachers automatically need to pay attention to the children's thoughts and questions. When this is done, it may lead to commonly elected learning objects. By listening to the children's thoughts and ideas and putting the teaching at a manageable level, preschool teachers can create the conditions for all children's participation.