Att skapa läroplan för de yngsta barnen i förskolan: Barns perspektiv och nuets didaktik.

On the basis of the early childhood educators' experiences from their work with curricula, the purpose of this study is to examine the conditions for children's learning in six Swedish daycare centres (förskola). Moreover, the purpose is to contribute knowledge about what the curricula entail for the children, including the impact of the teaching plans on the children's possibilities for learning and developing.

The study shows that teaching plans are made in interaction between the early childhood educators and the children. In this way, the early childhood educators work on the basis of "the didactics of the now" in which the children's immediate interests and the preconditions of the now shape the learning activities rather than rigidly following the teaching plan. Through the speech and practice of the early childhood educators, the children are referred to and substantiated as meaningful players at the daycare centre. Working on the basis of the didactics of the now can be a problem, because work risks becoming fragmentary and without a meaningful direction if each child's interests are to be controlling for the content and methodologies rather than a predetermined teaching plan. However, the potential of the didactics of the now is unfolded if the approach is based on a combination of the early childhood educators' planning, their discursive awareness and the intentions of the child. In this way, the early childhood educators contribute to having the children perceived as real players. However, completely unfolding the children's playership depends on how much influence the children are given and on how their interplay is perceived and influences the learning activities.

The study is based on data material collected from six daycare centres in three municipalities in Sweden. The study includes a total of 16 early childhood educators (two men and 14 women) working with children aged 1-3 years. The data was collected over a period of nine working days, in which the early childhood educators were filmed. In addition to the early childhood educators, the study also includes nine groups of children, and each group consists of 10-16 children aged 1-3 years.

The study is divided into three sub-studies.

The first sub-study is about the early childhood educators' descriptions of what is important for children to learn as well the working methods that are possible and important to work with throughout the teaching plans.

The second sub-study deals with what characterizes the teaching plan developed in the interaction between early childhood educators and the children.

The final sub-study focusses on how the early childhood educators communicate the content of the teaching plan to the children, and how the early childhood educators react to the children's responses. The empiricism was collected through interviews with the early childhood educators as well as through video footage. The analysis is based on an inductive and interpreting approach with a phenomenographic point of departure in sub-study 1, a narrative methodology on the basis of the communication between the early childhood educator and the child in sub-study 2 as well as a qualitative analysis of the early childhood educators' communication in connection with learning activities in sub-study 3, respectively.

Jonsson, A. (2013). Att skapa läroplan för de yngsta barnen i förskolan: Barns perspektiv och nuets didaktik. Ph.d.-afhandling. Göteborgs universitet, Göteborg.