Etiska överenskommelser i förskolebarns världar.

The purpose of this study is to gather knowledge about ethical agreements among small children in kindergarten by exploring how ethical values and norms are experienced and expressed in the interaction between children in kindergarten. The study examines, among other things, how children relate to values such as rights, justice, power and care; the relationship between values and learning; and what ethical values are dominant in kindergarten, and how these affect children.

The study shows that children in kindergarten defend, negotiate and express ethical values such as rights and respect for others. Among other things, the children negotiate and make ethical agreements about how a game should take place. Power and gender play a role in these negotiations. The study shows that care is the overarching ethical principle in kindergarten, but that the ethical hierarchy is also established through the principle of justice. The author points out that this is an interesting contrast and emphasises the importance of democracy in kindergarten, not as an illusion about children's actual influence, but as ongoing reflection about the dilemmas of democracy, such as the individual versus the collective, the majority versus the minority and the right to speak versus the right to decide.

The study is designed as a case study with interviews and observations of ten girls and ten boys aged three to six years.

Johansson, E. (2007). Etiska överenskommelser i förskolebarns världar. Göteborg: Acta Universitatis Gothoburgensis. *B Johansson, E. (2007). Rätt till delad värld: etiska upptäckter och dilemman i barns lek. I: Banér, A. Barns lek – makt och möjligheter. Stockholm: Centrum för barnkulturforskning.