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Förskollärares uppfattningar om hur vistelsetider påverkar de yngsta barnens emotionella och sociala utveckling

Forsberg, Jessica LU (2026) PSYK12 20252
Department of Psychology
Abstract (Swedish)
Syftet med denna studie var att undersöka hur förskollärare uppfattade att långa vistelsetider i förskolan påverkade de yngsta barnens emotionella och sociala utveckling. Studien utgick från utvecklingspsykologisk och anknytningsteoretisk forskning samt ett kritisk-realistiskt perspektiv. Datamaterialet bestod av semistrukturerade intervjuer med åtta förskollärare verksamma i förskola med barn i åldern ett till tre år. Urvalet var strategiskt och analysen genomfördes med reflexiv tematisk analys. Resultaten visade att förskollärarna uppfattade långa vistelsetider som en betydande belastning för små barn, särskilt i relation till deras begränsade förmåga till emotionell reglering. Långa dagar beskrevs som en form av långvarig separation som... (More)
Syftet med denna studie var att undersöka hur förskollärare uppfattade att långa vistelsetider i förskolan påverkade de yngsta barnens emotionella och sociala utveckling. Studien utgick från utvecklingspsykologisk och anknytningsteoretisk forskning samt ett kritisk-realistiskt perspektiv. Datamaterialet bestod av semistrukturerade intervjuer med åtta förskollärare verksamma i förskola med barn i åldern ett till tre år. Urvalet var strategiskt och analysen genomfördes med reflexiv tematisk analys. Resultaten visade att förskollärarna uppfattade långa vistelsetider som en betydande belastning för små barn, särskilt i relation till deras begränsade förmåga till emotionell reglering. Långa dagar beskrevs som en form av långvarig separation som påverkade barns anknytningsbehov, trötthet och sociala samspel. Eftermiddagen framstod som en särskilt sårbar period, då barnens ork var uttömd samtidigt som personaltätheten ofta minskade. Vidare framkom att stora barngrupper och organisatoriska begränsningar försvårade pedagogernas möjligheter att möta barnens individuella behov av trygghet och närhet. Studien visade även en tydlig spänning mellan barns utvecklingsbehov, pedagogers professionella ansvar och samhälleliga strukturer där förskolan i hög grad anpassas efter vuxnas arbetsliv. Resultaten bidrar till ökad förståelse för hur långa vistelsetider förstås i förskolans praktik och belyser behovet av att beakta små barns utvecklingsförutsättningar i organiseringen av förskoleverksamheten. (Less)
Abstract
The aim of this study was to explore preschool teachers’ perceptions of how long hours in early childhood education and care affect young children’s emotional and social development. The study is grounded in developmental psychology and attachment theory, informed by a critical realist perspective. The data consist of semi-structured interviews with eight preschool teachers working with children aged one to three years. The analysis was conducted using reflexive thematic analysis. The findings indicate that preschool teachers perceive long hours in preschool as a significant burden for young children, particularly in relation to their limited capacity for emotional regulation. Long attendance times are described as a form of prolonged... (More)
The aim of this study was to explore preschool teachers’ perceptions of how long hours in early childhood education and care affect young children’s emotional and social development. The study is grounded in developmental psychology and attachment theory, informed by a critical realist perspective. The data consist of semi-structured interviews with eight preschool teachers working with children aged one to three years. The analysis was conducted using reflexive thematic analysis. The findings indicate that preschool teachers perceive long hours in preschool as a significant burden for young children, particularly in relation to their limited capacity for emotional regulation. Long attendance times are described as a form of prolonged separation that affects children’s attachment needs, fatigue, and social interactions. The afternoon is highlighted as a particularly vulnerable period, when children’s energy is depleted while staff availability is often reduced. Furthermore, large group sizes and organizational constraints are described as limiting teachers’ ability to respond to children’s individual needs for closeness and emotional security. The study also reveals a tension between children’s developmental needs, preschool teachers’ professional responsibilities, and broader societal structures in which early childhood education is largely organized around adult work demands. Overall, the study contributes to a deeper understanding of how long attendance times are experienced in preschool practice and how they may influence young children’s emotional and social development. (Less)
Please use this url to cite or link to this publication:
author
Forsberg, Jessica LU
supervisor
organization
course
PSYK12 20252
year
type
M2 - Bachelor Degree
subject
keywords
Förskola, långa vistelsetider, anknytning, emotionell utveckling, social utveckling, early childhood education and care, long attendance hours, attachment, emotional development, preeschool teachers' perspectives
language
Swedish
id
9220426
date added to LUP
2026-01-23 15:43:00
date last changed
2026-01-23 15:43:00
@misc{9220426,
  abstract     = {{The aim of this study was to explore preschool teachers’ perceptions of how long hours in early childhood education and care affect young children’s emotional and social development. The study is grounded in developmental psychology and attachment theory, informed by a critical realist perspective. The data consist of semi-structured interviews with eight preschool teachers working with children aged one to three years. The analysis was conducted using reflexive thematic analysis. The findings indicate that preschool teachers perceive long hours in preschool as a significant burden for young children, particularly in relation to their limited capacity for emotional regulation. Long attendance times are described as a form of prolonged separation that affects children’s attachment needs, fatigue, and social interactions. The afternoon is highlighted as a particularly vulnerable period, when children’s energy is depleted while staff availability is often reduced. Furthermore, large group sizes and organizational constraints are described as limiting teachers’ ability to respond to children’s individual needs for closeness and emotional security. The study also reveals a tension between children’s developmental needs, preschool teachers’ professional responsibilities, and broader societal structures in which early childhood education is largely organized around adult work demands. Overall, the study contributes to a deeper understanding of how long attendance times are experienced in preschool practice and how they may influence young children’s emotional and social development.}},
  author       = {{Forsberg, Jessica}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Förskollärares uppfattningar om hur vistelsetider påverkar de yngsta barnens emotionella och sociala utveckling}},
  year         = {{2026}},
}