Individualisering av barns språkutveckling i förskolans stora barngrupper : pedagogers utsagor om arbetssätt och organisation av verksamheten
Today, pre-schools are often associated with large children?s groups and thepersonnel are understaffed in relation to the size of the children?s groups. Thisresults in, pedagogues feel frustrated that they do not have the time (andresources) to provide for every child?s need to support their development,which is one of the commissions of the pre-school. The purpose of our study isto illustrate a pedagogue reasoning on how to work in order to individualise 3-5-year-old children?s language process in relation to the size of the children?sgroups. The study is based on six qualitative interviews with pedagogues whowork or have worked with children in the ages of 3 to 5 years old. This methodis chosen in order to realise how teachers reflect on and act to notice anddistinguish every child and their language process among the rest of thechildren. The results show that it is often easier to pay attention to every childwhen they are divided into several smaller groups. Another way is to interactwith the child in ordinary situations in their own level of languagedevelopment. The large group of children can stop their language process whenit comes to their speech development and possibility of individual time with thepedagogues. Documentation helps the teachers to organise the way to work andthereby on how to follow every child?s individual language process. Somethingthat can be of importance is that it is not always the size of the group that is thecontributory cause for a pedagogue to take notice to every child and its needsbut the composition of the group can also be determining.
School:Högskolan i Skövde
Source Type:Master's Thesis
Keywords:individualise language development large children?s groups preschool
Date of Publication:02/03/2008