Naturvetenskapsundervisning i förskolan : En kvalitativ studie om förskollärares utgångspunkter i planering av ämnesinnehåll

Sammanfattning: The purpos of the present study is to, based on a thematic analysis, illustrate preschool teachers starting points in planning content in science teaching, including how children´s experiences are utilized and how they are challenged and stimulated through teaching. To acheve the purpose of this study, experiences from professional preschool teachers were collected through semistructured interviews. The result indicates the most central aspects of planning educational content is the curriculum, the group of children and the staff´s individual conditions. The result also displays that the children´s interests relative to their experinces are considered when planning. Although preschool teahers might consider it both challenging and time-consuming to disclose the childrens´s previous experience, as the children´s experiences are individual and varible. Theachers try to stimulate and challenge the children´s learning of natural sciences during the spontaneous teaching, through askingthe children productive questions based on experinces the theachers have registered. To broaden the learning, theachers try to stimulate the children´s learning through planned activities by offering a diverse content for the children to experience with different materials and senses. One conclusion from the result is the need of balence between the experiences and intrests of the children as starning points for planning. Meanwhile there is an need notices for educating teachers to consider child´s perspective, to create and build on experinces for deeper understanding of the subject. The discussion about child´s perspective takes support from developmental pedagogy, to highlight the importance of considering children´s experinces.