När förskolans målsättning blir förskollärarens dilemma - En kvalitativ studie om förskolans roll i barns normaliseringsprocess
(2014) SOPA63 20132School of Social Work
- Abstract
- The primary objective of this study was to examine how pre-school teachers reason about normality and deviance in a child. We were interested to find out how pre-school teachers thought about norms and normality in general because our thought was that their attitude and treatment of children in their work is reflected by their vision. We also wanted to find out how pre-school teachers relate to social norm in their profession without categorizing and stamping the children. We contacted five pre-school teachers in nearby communitiesand used semi-structured interviews when we collected our empirical data. The responses showed that pre-school teachers have an intention that pre-school should be adapted to the children and not vice versa.... (More)
- The primary objective of this study was to examine how pre-school teachers reason about normality and deviance in a child. We were interested to find out how pre-school teachers thought about norms and normality in general because our thought was that their attitude and treatment of children in their work is reflected by their vision. We also wanted to find out how pre-school teachers relate to social norm in their profession without categorizing and stamping the children. We contacted five pre-school teachers in nearby communitiesand used semi-structured interviews when we collected our empirical data. The responses showed that pre-school teachers have an intention that pre-school should be adapted to the children and not vice versa. However, the results of our study showed that there is a delicate balance when the pre-school’s mission is to ensure every individual child needs while at the same time the pre-school should be a part of adapting and developing children to society prevailing rules and norms. In this normalization process it is inevitable that deviants are created. This increases the risk that the individual will be stamped. Our study showed that pre-school teachers have preferential right of interpretation to what is normal or abnormal, which affects the child's right to assistance from other professions. As the majority of Swedish children participate in early childhood education, we believe that pre-school teachers' attitudes have a significant impact on the development of the child's self-image. A negative self-image can follow the individual throughout life and the risk of falling into alienation increases (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4252446
- author
- Fransson, Jill LU and Axelsson, Josefin LU
- supervisor
-
- Stig Linde LU
- organization
- course
- SOPA63 20132
- year
- 2014
- type
- M2 - Bachelor Degree
- subject
- keywords
- Stamping, Norms, Pre-school, Deviance, Normer, Förskola, Avvikande beteende, Stämpling
- language
- Swedish
- id
- 4252446
- date added to LUP
- 2014-01-28 16:29:54
- date last changed
- 2014-01-28 16:29:54
@misc{4252446,
abstract = {{The primary objective of this study was to examine how pre-school teachers reason about normality and deviance in a child. We were interested to find out how pre-school teachers thought about norms and normality in general because our thought was that their attitude and treatment of children in their work is reflected by their vision. We also wanted to find out how pre-school teachers relate to social norm in their profession without categorizing and stamping the children. We contacted five pre-school teachers in nearby communitiesand used semi-structured interviews when we collected our empirical data. The responses showed that pre-school teachers have an intention that pre-school should be adapted to the children and not vice versa. However, the results of our study showed that there is a delicate balance when the pre-school’s mission is to ensure every individual child needs while at the same time the pre-school should be a part of adapting and developing children to society prevailing rules and norms. In this normalization process it is inevitable that deviants are created. This increases the risk that the individual will be stamped. Our study showed that pre-school teachers have preferential right of interpretation to what is normal or abnormal, which affects the child's right to assistance from other professions. As the majority of Swedish children participate in early childhood education, we believe that pre-school teachers' attitudes have a significant impact on the development of the child's self-image. A negative self-image can follow the individual throughout life and the risk of falling into alienation increases}},
author = {{Fransson, Jill and Axelsson, Josefin}},
language = {{swe}},
note = {{Student Paper}},
title = {{När förskolans målsättning blir förskollärarens dilemma - En kvalitativ studie om förskolans roll i barns normaliseringsprocess}},
year = {{2014}},
}