Social delaktighet i teori och praktik: Om barns sociala delaktighet i förskolans verksamhet.

The purpose of this study is to examine children's participation in daily activities in five daycare centres (förskola) in Sweden. The degree of participation is examined for children with and without Down’s syndrome.

The overall conclusion of the study is that the behaviour of early childhood educators affects the possibilities that the acknowledgement mechanisms arise that can encourage social participation among the children.

The study points out that focus on the children's perspectives and needs by the early childhood educators allows the educators to organise care practices and pedagogical practices, so that all children are offered equal opportunities and conditions for social participation. This type of organisation requires that the children are perceived as primary agents, so they can become part of the friendship groups and are given the opportunity of social participation in play with other children. The way in which early childhood educators view the child as a recipient of care is significant for social inclusion. Here the child must be viewed as an independent agent by the early childhood educators. By doing this the early childhood educators can acknowledge the child's needs, and in turn this leads to the great social participation by the child in the given situation.

The study also concludes that certain types of perceptions of the child are significant for practical realisation of social participation. Here the study mentions that staff expectations that all children have the capacity to take part mean that practice is designed to provide greater opportunities for social participation by the children.

The empirical study is designed as a case study. The study includes children and early childhood educators from five daycare facilities. A total of 16 children took part in the study, five of whom had Down’s syndrome. In addition, five early childhood educators took part in the study. The data was collected through observation and video footage of situations with each of the children and through interviews with early childhood educators. Both children and early childhood educators were observed and recorded on video. The study is part of a larger project.

Melin, E. (2013). Social delaktighet i teori och praktik: Om barns sociala delaktighet i förskolans verksamhet. Ph.d.-afhandling. Stockholm University, Stockholm.