Lekprocessen - specialpedagogisk intervention i (för)skola : När aktivt handlande stimulerar lärande, social integration och reducerar utslagning

Detta är en avhandling från Stockholm : HLS Förlag

Sammanfattning: This thesis expounds special educational development work in (pre-)schools 1994-99 (analysed 2002-06). The work is based on action research. 40 children were identified to be in need of support as they did not get involved in the school’s daily activities. This thesis follows up what happens when work is initiated for changing this predicament. Four activities were introduced: (1) education about play, communication, learning; (2) supervision of teachers; (3) play process; and (4) conversations with parents. Triangulation has been used to collect and analyse the data. Leontiev’s activity theory has been used to highlight how behavioural patterns changed and developed among the children and adults. Theories about learning elucidate the interaction processes and phenomena in the material. The formative work process is described in follow-up conversations with work teams and parents.The relationship individual-activity-environment showed that the children either exploited or did not fully make use of the resources (pedagogical support, interchange with others and use of materials) in “the pedagogical room”. The teachers were in need of training and supervision. The actions of the teacher served to guide the child. A moment’s pedagogy in the encounter determined how to entice the child to take part in interaction and interchange. Eye-ear contact, support through materials stimulated the child to assimilate concepts and language. Varied use of symbolic gestures created a play environment, bringing to life themes where roles were explored. A triad of cooperation between the adults had a positive influence on the child. The pedagogical and home environment overlapped. Behavioural patterns and established structures could be changed. The parents adopted the play process and contributed with materials to support the child’s learning. The children showed willingness to participate in daily activities and interchanges with others. Negative communication patterns were reduced.

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