Personformerande undervisning i förskolan; att skapa en identitet och att bli ett subjekt

The study investigates kindergarten teachers’ opportunities to reflect on their teaching in kindergarten. The study specifically focuses on personality-forming teaching activities. The research questions are: 1) How is identity-forming teaching highlighted in teachers’ and children’s stories about what happens in kindergarten? 2) How is subject-forming teaching highlighted in teachers’ and children’s stories about what happens in kindergarten? 3) How can different forms of personality formation be systematised in a way that is useful for teachers in reflection and critical assessment?

The results show that kindergarten teachers work to promote adapted and inclusive learning environments that support children’s identity development, including through independence and socialisation. Subject-forming teaching can be expressed through recognition of children’s distinctive characteristics and the opportunity to make their own choices. The study concludes with the importance of critical reflection and the ability to strike a balance between children’s individual expressions and the social norms of the community. This is important in creating democratic and personality-developing teaching.

The study is based on a previous research and development project in Sweden that investigates inclusive learning environments. The current study involves four kindergarten teachers from four kindergartens. The researcher spoke to each kindergarten teacher as they walked around the kindergarten in order to link the conversation to different environments and examples. In addition, individual structured conversations were conducted with twelve children aged 4 to 6 years. The data material was analysed based on different characteristics of personality-forming teaching.

Klaar, S. (2023). Personformerande undervisning i förskolan; att skapa en identitet och att bli ett subjekt. Paideia, (25), 36–47.