Får jag vara med? : En kvalitativ studie om förskollärares upplevelser kring inkludering i samlingen på förskolan

Sammanfattning

The aim of this study is to investigate how preschool teachers experience circle time in relation to including all children. The research questions address the methods and strategies, as well as the opportunities and challenges that preschool teachers experience when including all children and their diverse needs in circle time. The research method used was semi-structured interviews involving six preschool teachers from different types of preschools. We employed a thematic analysis method to analyse the data. The theoretical frameworks we used to analyse our findings were inclusion, views on children, participation, as well as interculturality and intercultural pedagogical competence. The results show that respondents have different perspectives depending on their experiences, knowledge and circumstances. However, it is evident that they reflect on and address the same areas when it comes to the methods and strategies they say they use to include all children in circle time. Their methods and strategies cover the roles of the preschool teacher and the team, the relationship with the children, the children’s interests and needs, and the design and structure of the circle time. The results also show that the opportunities and challenges experienced by the respondents may differ. All respondents perceive the children’s differences as a challenge during circle time. However, some respondents see these differences as an opening for new opportunities to create a more inclusive environment. Other opportunities highlighted by most respondents include how the circle time can help create a sense of community and a democratic forum where children, with their differences, are given a place. The conclusion shows that the respondents are committed and have a desire to engage with and include all children. Their approach is shaped by their own experiences, knowledge and the conditions they encounter in their preschools. This influences their behaviour and their capacity to act, and we observe shortcomings in their intercultural pedagogical competence. This study emphasises that preschool teachers need to enhance their understanding of differences and diversity in order to develop a systematic approach to including all children in circle time at preschool.