A New Pedagogic Practice in Introduction to the Swedish Preschool: Changing Subject Positions
2013 (English)Conference paper, Abstract (Other academic)
In Sweden the preschool is regarded as “the child´s first school” and a part of the educational system. Most children aged 1-5 attend preschool, where daycare and education are combined. The preschool is the start of “lifelong learning” and the importance of an early start in this institution is underpinned by the government.
The point of departure in this study is preschool teacher´s perspectives on changes in small children´s reception period in the preschool that have emerged during the last years. The change can be described as a movement from long reception periods (14 days) inspired by attachment theory where preschool teachers became attachment persons for the smallest children to short periods (3-5 days) with parents as active partakers in this reception.
Objectives in this study are the preschool teacher´s constructions of their and the parents new positions in this new reception practice. We explore what have made these shifts possible, how these new preschool teachers and parents’ positions are constructed as well as what they may mean during the reception period.
The method has been focus group interviews with seven preschool teams in Swedish preschools. Data have been analyzed with the help from social constructivist perspectives as well as analyses of discourses.
Place, publisher, year, edition, pages
2013. 230-231 p.
pre-school, teacher, parent, family-centred introduction
IdentifiersURN: urn:nbn:se:liu:diva-96953OAI: oai:DiVA.org:liu-96953DiVA: diva2:648144
Joint '7th SELF Biennial International Conference' and 'ERAS Conference', 9-11 September 2013, Singapore