Barns uppfattningar om faropiktogram -symboler med didaktiska konsekvenser : En studie i förskolan där femåringars tankar är utgångspunkten
Sammanfattning: In today´s Swedish preschools, there are numbers of products in daily use that carry hazard warnings. Some of these products are more accessible than others to pupils. From a safety standpoint, it is important that children understand these hazard pictograms and what they stand for. The aim of this study is to make visible different understandings that children have of hazard pictograms based on their knowledge and individual experience. Within the framework of variation theory, the study surveys variations in five-year-olds´ perceptions and understandings of hazardous chemicals based on their understanding of hazard pictograms. An interview-activity was undertaken among five-year-olds in all the preschools of one selected Swedish municipality. In the interview-activity, four hazard pictograms were selected as the objects of learning. Interviews were conducted with the five-year-olds in order to gain insight into their perceptions and understandings of these pictograms. An analysis of the empirical data allowed for these perceptions and understandings to be distinguished, identified and categorized. In the result, a total of 19 categories emerged. Only one category specifically emerged as common to all four hazard pictograms. The result also showed that the majority of the five-year-olds were able to relate all four hazard pictograms to warnings of various kinds. What the five-year-olds had previously experienced influenced on how they perceived the hazard pictograms in this study. From a safety standpoint, it is vital that preschool teachers are aware that children perceive hazard pictograms in various individual ways. Teaching the actual meaning of hazard pictograms is therefore a necessary part of preschool education.
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