Det önskvärda barnet: Fostran uttryckt i vardagliga kommunikationshandlingar mellan lärare och barn i förskolan.

The purpose of this dissertation is to gather knowledge about how support/upbringing is expressed in the everyday communication between child and child carer at Swedish daycare centres. The dissertation consists of three empirical studies that focus on:  1) how focus on young children's participation can be understood as two different learning situations; 2) how young children can exercise influence in group situations controlled by a teacher; 3) to which values teachers attach importance, and how these values are communicated to the children.

The first study showed that ‘strong classification and narrow frames' risk reducing children's
participation, whereas 'weak classification and broad frames' promote children's opportunities to participate on their own terms. Important aspects for child participation were based on the child carers’ interest in approaching the child's perspective, to create meaning and share a reality, to provide confirmation and response, to be emotionally present and to engage in open dialogue with the child. The second study pointed out that children's influence in the groups was limited, but still occurred on the basis of the children's own choices and initiatives. The children's influence depended on the teacher's control, which was maintained through control of the communication by using a what and how-aspect, games, responsiveness and an effort to approach a child's perspective. The third study identified ten specific values within the dimensions of discipline, care and democracy.  The values were communicated in different ways, but the child carer’s way of communicating with the child affected what in fact was possible to communicate.
The upbringing aspects, which in the three studies of the dissertation are crucial in order to change hierarchical power structures between teachers and children are: the child carers’ approach to the child's perspective, emotional intimacy and play activities. When these aspects pervade communication, it seems that child carers and children meet in a common perception of reality.

The study is a case study based on video footage and interviews conducted in three kindergartens. A total of 46 children aged one to three (22 girls/24 boys) and ten child carers participated.

Emilson, A. (2008). Det önskvärda barnet: Fostran uttryckt i vardagliga kommunikationshandlingar mellan lärare och barn i förskolan. Göteborg: Göteborgs Universitet.