Estetiska lärprocesser som pedagogiskt verktyg : En studie om förskollärares erfarenheter och perspektiv

Sammanfattning

The policy framework emphasizes aesthetic learning processes as essentialtools for enabling young children to express themselves in diverse ways. However, previous research and educational experiences indicate that the integration of aesthetic learning processes into preschool daily activities receives varying degrees of emphasis and is interpreted differently. The purpose of thisstudy is to explore preschool teachers’ perspectives on their engagement withaesthetic learning processes in early childhood education.The study adopts a qualitative research approach, employing semi-structuredinterviews with four preschool teachers from different municipalities. The collected data were analysed using thematic analysis.The findings reveal that preschool teachers conceptualize aesthetic learningprocesses as a holistic pedagogical approach, highlighting that the integrationof multiple forms of expression fosters children’s learning, creativity, andmeaning-making. Furthermore, the results indicate that teachers’ instructionalstrategies, access to resources, and the organization of the learning environment are critical factors. Despite time constraints and organizational challenges, the teachers prioritize a process-oriented approach rather than focusingon the final product.The study concludes that aesthetic learning processes constitute a significantpedagogical method in preschool education; however, their practical implementation is influenced by structural and organizational conditions.