Möten som formar - Interaktionsmönster på förskola mellan pedagoger och de yngsta barnen i ett genusperspektiv
(2000) In Studia psychologica et paedagogica- Abstract
- In studies concerning the youngest children, the toddlers, the gender perspective is often missing. One aim of the study was, therefore, to investigate the interaction between children and preschool teachers in day care centres in a gender and a contextual perspective. Another aim was to investigate the inner representations of the preschool teachers concerning children and gender. A third aim was to discursively analyse the interview answers of the preschool teachers related to the curricular documents concerning preschool. The domain of interaction focused upon is mainly the intersubjective one, where reciprocity and affect are of great importance. The main research questions of this study were: Which initiatives for contact do the... (More)
- In studies concerning the youngest children, the toddlers, the gender perspective is often missing. One aim of the study was, therefore, to investigate the interaction between children and preschool teachers in day care centres in a gender and a contextual perspective. Another aim was to investigate the inner representations of the preschool teachers concerning children and gender. A third aim was to discursively analyse the interview answers of the preschool teachers related to the curricular documents concerning preschool. The domain of interaction focused upon is mainly the intersubjective one, where reciprocity and affect are of great importance. The main research questions of this study were: Which initiatives for contact do the children take? Which response do they get from the preschool teachers? Does this interaction appear differently in various contexts? Do various contexts affect gender in different ways? The study is defined as ethnographic. The methods of data-collection were mainly video recordings and interviews. The interaction between children and staff was observed and the adults were interviewed at three day-care centres. The results indicated that gender was context dependent and that different contexts gave different kinds of gendered interaction. The situations with most pedagogical guidance, the so-called circle times, were dominated by the boys. They took more initiatives and they got more elaborated answers from the preschool staff. The situations with less pedagogical guidance, e.g. the meals, were characterised by rich dialogues in the interaction between the preschool teachers and the children and no special gender differences were found. The girls got elaborated answers to the same extent as the boys. During the free play time, the gender differences concerning the children’s initiative to contact the pedagogues were almost none. There was one boy at each nursery department that was the dominating one, the “Master of the group”. This study also showed that even the young children at the nursery departments were part of the gender construction. (Less)
- Abstract (Swedish)
- Popular Abstract in Swedish
I studier rörande de yngsta barnen saknas ofta genusperspektiv. Ett syfte med studien var därför att undersöka interaktionen mellan barnen (1-3 år gamla) och förskolepersonalen på småbarnsavdelningarna vid tre förskolor i ett genus- och kontextuellt perspektiv. Ett annat syfte var att undersöka pedagogernas föreställningar om barn och genus. Ett tredje syfte var att diskursivt analysera pedagogernas utsagor om barnen relaterade till förskolans styrdokument under de senaste trettio åren. Interaktionens intersubjektiva domän, inom vilken ömsesidighet och affekt är av stor betydelse, fokuserades. De huvudsakliga frågeställningarna i denna studie var: Hur tar barnen initiativ till samspel med... (More) - Popular Abstract in Swedish
I studier rörande de yngsta barnen saknas ofta genusperspektiv. Ett syfte med studien var därför att undersöka interaktionen mellan barnen (1-3 år gamla) och förskolepersonalen på småbarnsavdelningarna vid tre förskolor i ett genus- och kontextuellt perspektiv. Ett annat syfte var att undersöka pedagogernas föreställningar om barn och genus. Ett tredje syfte var att diskursivt analysera pedagogernas utsagor om barnen relaterade till förskolans styrdokument under de senaste trettio åren. Interaktionens intersubjektiva domän, inom vilken ömsesidighet och affekt är av stor betydelse, fokuserades. De huvudsakliga frågeställningarna i denna studie var: Hur tar barnen initiativ till samspel med pedagogerna? Hur svarar pedagogerna? Ser denna interaktion olika ut i olika kontext? Hur framträder genus i dessa kontext? Studien definieras som etnografisk. Metoderna för datainsamling var framför allt videoobservationer och intervjuer. Interaktionen mellan barn och pedagoger observerades på de tre småbarnsavdelningarna. Resultatet visade att genus var kontextbundet och att skiftande kontext gav olika slag av genusbunden interaktion. Situationerna med mest pedagogisk ledning, samlingsstunderna, dominerades av pojkarna, vilka även fick mest utvidgade svar från pedagogerna. Situationerna med mindre pedagogledning, framför allt måltiderna, karakteriserades av dialoger mellan barn och pedagoger. Flickorna fick utvidgade svar från pedagogerna i samma utsträckning som pojkarna under dessa situationer. Under den fria leken var könsskillnaderna avseende barnens initiativ till kontakt med pedagogerna små. Det var en pojke på varje småbarnsavdelning som var den mest dominerande, ”Herren på Täppan”. Denna studie visade att även barn i så låg ålder som de på en småbarnsavdelning hade del i genuskonstruktionen. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/27721
- author
- Månsson, Annika LU
- supervisor
- opponent
-
- Associate Professor Hägglund, Solveig, University of Gothenburg, Department of Education, P.O. Box 300, S-40530 Gothenburg
- organization
- alternative title
- Gendered encounters - Patterns of interaction in nursery schools between preschool staff and small children in a gender perspective
- publishing date
- 2000
- type
- Thesis
- publication status
- published
- subject
- keywords
- video recording, toddlers, sex, preschool, nursery, interaction, gender construction, gender, Day care centre, equality, Pedagogy and didactics, Pedagogik, didaktik
- in
- Studia psychologica et paedagogica
- pages
- 251 pages
- publisher
- School of Education, Malmö University
- defense location
- Room E 122, Lärarhögskolan, Malmö
- defense date
- 2000-05-19 10:15:00
- external identifiers
-
- other:ISRN: LUSADG/ (SAPP-1072) 1-251 (2000)
- ISSN
- 0346-5926
- ISBN
- 91-88810-10-0
- language
- Swedish
- LU publication?
- yes
- id
- 42d3b00f-2a12-4e2e-a7b9-c9ed702fb156 (old id 27721)
- date added to LUP
- 2016-04-01 16:34:02
- date last changed
- 2019-05-23 16:38:59
@phdthesis{42d3b00f-2a12-4e2e-a7b9-c9ed702fb156,
abstract = {{In studies concerning the youngest children, the toddlers, the gender perspective is often missing. One aim of the study was, therefore, to investigate the interaction between children and preschool teachers in day care centres in a gender and a contextual perspective. Another aim was to investigate the inner representations of the preschool teachers concerning children and gender. A third aim was to discursively analyse the interview answers of the preschool teachers related to the curricular documents concerning preschool. The domain of interaction focused upon is mainly the intersubjective one, where reciprocity and affect are of great importance. The main research questions of this study were: Which initiatives for contact do the children take? Which response do they get from the preschool teachers? Does this interaction appear differently in various contexts? Do various contexts affect gender in different ways? The study is defined as ethnographic. The methods of data-collection were mainly video recordings and interviews. The interaction between children and staff was observed and the adults were interviewed at three day-care centres. The results indicated that gender was context dependent and that different contexts gave different kinds of gendered interaction. The situations with most pedagogical guidance, the so-called circle times, were dominated by the boys. They took more initiatives and they got more elaborated answers from the preschool staff. The situations with less pedagogical guidance, e.g. the meals, were characterised by rich dialogues in the interaction between the preschool teachers and the children and no special gender differences were found. The girls got elaborated answers to the same extent as the boys. During the free play time, the gender differences concerning the children’s initiative to contact the pedagogues were almost none. There was one boy at each nursery department that was the dominating one, the “Master of the group”. This study also showed that even the young children at the nursery departments were part of the gender construction.}},
author = {{Månsson, Annika}},
isbn = {{91-88810-10-0}},
issn = {{0346-5926}},
keywords = {{video recording; toddlers; sex; preschool; nursery; interaction; gender construction; gender; Day care centre; equality; Pedagogy and didactics; Pedagogik; didaktik}},
language = {{swe}},
publisher = {{School of Education, Malmö University}},
school = {{Lund University}},
series = {{Studia psychologica et paedagogica}},
title = {{Möten som formar - Interaktionsmönster på förskola mellan pedagoger och de yngsta barnen i ett genusperspektiv}},
year = {{2000}},
}