"De pratar med fröknar och blablabla" : En livsvärldsfenomenenologisk studie om barnens upplevelser av de vuxnas olika roller i förhållande till leken.

Sammanfattning: The aim of this study was to look at the children's experience of the teacher's different rolls in relation to play. We found this subject interesting because we feel insecure about what our role is in children's play. We had three questions that we wanted to get an answer to: What is the children's experience of the adults in relation to their play? What is the children's experience of the adults outside the play? and Which rolls do the children want the adults to take in their play? We used a qualitative study where we interviewed 33 children in small group interviews. All the children that participated where approximately five years old. We did the interviews on five different preschools. After our first round of interviews we wanted to collect more data. We decided to go back to some of the preschools to supplement our data with some movies that would put the light on different teachers behavior: The teacher that participate in children's play on there on terms, The teacher that confirms and acts as a resource to the play and The teacher that rules the play through rules. We chose a life - world phenomenology perspective for our study, which means that we want to take the children's subjective perspective of their lifeworld. In our study we found that the children had several variations of experience of the teacher's involvement. The children experience that the teachers often talked to each other instead of participating in the play. Another found was that the children wanted the teachers to listen to them and do what the children asked them to. One of the subjects that the children had a lot to talk about was the forbidden plays where the teachers were excluded. We could see that this was because they didn’t want to be corrected in their play.