Subjektskapande och subjektiveringsprocesser i förskollärares bedömningspraktiker : En studie av hur förskollärare konstituerar barnet i och genom bedömningar av naturvetenskaplig undervisning

Sammanfattning: This study aims to describe and discuss which subjects are made possible and desirable in preschool teachers’ assessment practices. The purpose of this study is as well to illustrate how preschool preschool appears as a documented teaching pratice in preschool teachers assessment- and documentationpractices As a theoretical and methodical foundation, this study uses a post structuralist perspective drawing on Foucault’s work on the understandning of the subject and power. The concepts of subject and subjectivation as well as power and governance are central to this study. Ferraris (2013) notion of documentality is also of great importance. In the langauge actions that is performed in preschool teachers assessment- and documentation practictes the child is constituted as a subject. For this purpose, documentations made by two preschool teachers was collected and analysed. The data was analysed through Vallberg Roth’s (2012, 2016) typologies of different forms of assessment in preschool teachers’ documentations practices, which resulted in one main category: centre-focused assessments as well as four subcategories to the latter. In this assement category preschool teachers focuses on the child’s interests and issues, as well as challenges, and what kind of teacher support and learning environment the child needs. The four sub-categories relating to what the preschool teachers’ gaze is more specifically directed towards which subjects are made possible and desirable in preschool teachers centre-focused assessments: assessments which constitutes the competent child, assements which constitues the interested child, assessments which constitutes the interested and agentic child as well as assessments which constitutes the learning and knowledge developing child. The analysis shed light on how the child is created as a subjects in relation to their actions, as well as how they relate to, take on agentic positions, subsumes to and make resistance against dominating discourses on what is possible for preschool children to be, what they should know and how they should be. The child is seen here as constituted as multiple subjects, which is grouped in four themes. These are the following: the competent child, the child as interested, the child as uninterested and agentic and the learning and knowledge developing child. Preschool science is concluded to appear as a double aimed documented teaching practice where science and preschool didaktik both have influence on the execution of preschool science teaching as well as on preschool teachers assessments of the potential field of teaching.