Pedagogiska atmosfärer i samlingen : Barns möjligheter till berättande

Sammanfattning

The following essay aims to investigate circle time in preschool and the pedagogical atmospheres that exist there. Pedagogical atmospheres illuminate the approach that pedagogues have towards the children. Furthermore, it examines how the pedagogical atmosphere affects the child’s possibilities of embracing their role as a narrator. The results of structured observations in two Swedish preschools, show that circle time is characterized by an unstable atmosphere, caused by big variations between pedagogues and the different elements of the circle time. Pedagogues have a hard time approaching the children’s lifeworld and are struggling to let go of their own pedagogical ideas. As a result, children’s narrating is either short or absent since they don’t get support from their pedagogues.