Att stödja barns möjligheter till lärande : Pedagogers strategier och utmaningar vid koncentrationssvårigheter i förskolan

Sammanfattning

The aim of this study was to explore how preschool teachers describe their work with children who experience concentration difficulties, and which factors they perceive as influencing their ability to support children’s concentration and learning. The study is grounded in a special educational relational perspective, where concentration difficulties are understood as emerging in the interaction between the child, the learning environment, and the pedagogical context. The study employed a mixed-methods approach, combining semi-structured interviews with preschool teachers and a questionnaire distributed to a broader group of pedagogical staff. The interviews provided in-depth insights into teachers’ experiences and reflections, while the questionnaire contributed an overview of used strategies and perceived challenges. The results show that preschool teachers use a range of strategies to support children’s concentration, including relational and low-arousal approaches, clear structure, preparation, and adaptations of the learning environment. Concentration difficulties were mainly observed in everyday situations such as group activities and transitions. Teachers emphasized flexibility and the importance of allowing different forms of participation to promote children’s sense of inclusion and learning. At the same time, organizational factors such as large group sizes, limited time, and staff shortages were described as significant challenges that affect teachers’ ability to implement supportive strategies consistently. The study concludes that supporting children with concentration difficulties requires a relational and flexible pedagogical approach, while also highlighting the importance of organizational conditions for inclusive practice in preschool.