Barns inflytande som kompass och gränsbrytare i den planerade undervisningen : Förskollärares uppfattningar om barns inflytande i planerade undervisningssituationer.

Sammanfattning

The aim of the study is to outline early childhood educator's conceptions of children's influence in planned educational situations with a qualitative web-based survey as the empirical method. Through the studies phenomenographical approach an outcome space is identified with the following categories: children are allowed to make decisions in planned education, children's interests as influence in planned education, adult's interpretations of children's interests as influence in planned education, children's participation as influence in planned education and children's influence should be limited in planned education. These categories illuminate how educators' conceptions and the power structure within the preschool affect the degree of influence children take part of in planned education as well as how this contributes to creating motivating and dynamic educational situations. They also describe how early childhood educator's approach, communication and views of the child interact to generate these conceptions. Furthermore, the study illustrates how childhood education teachers perceive influence and participation as closely related concepts that act for each other's being. The study sheds light on the complex balancing act that occurs between children's right to influence and teachers' responsibility to uphold the quality and fulfillment of educational goals.