Förskollärares uppfattningar om fysisk aktivitet och inomhusmiljöns betydelse i förskolan : En fenomenografisk studie

Sammanfattning

Abstract The aim of this study is to examine how preschool teachers perceive the significance of physical activity for children’s development, as well as how they perceive the opportunities and limitations of the indoor environment for physical activity in preschool. The study adopts a qualitative approach with a phenomenographic orientation. Data were collected through semi-structured interviews with six practicing preschool teachers and analyzed phenomenographically, with a focus on variations in the participants’ perceptions. The results show that physical activity is consistently perceived as important, although its meaning varies. It is described both as a fundamental prerequisite for children’s development, as a pedagogical tool to support concentration and learning, and as an integrated part of everyday preschool practice. Furthermore, the preschool teacher emerges as a central actor in enabling and organizing physical activity. The indoor environment is perceived both as an opportunity and a limitation, where factors such as teachers’ approaches, physical conditions, and established norms influence how physical activity is given space in practice. The findings indicate that there are several qualitatively different ways of understanding physical activity and the role of the indoor environment in preschool settings. These variations in perception influence how physical activity is facilitated and organized, thereby emphasizing the pivotal role of preschool teachers in supporting children's opportunities for movement in everyday preschool life.Keywords Physical activity; Preschool; Indoor environment; Perceptions; Phenomenography