Integration förskola, skola, fritidshem : utopi och verklighet : ett försök att skapa en annorlunda skola i en traditionell miljö

Detta är en avhandling från Stockholm : Stockholm University

Sammanfattning: The dissertation deals with the prerequisities for integrating preschool, primary school and leisure time centres and also prerequisities for parent cooperation. It is built on two case studies. One is an evaluation of an experiment with the integration of preschool, primary school and leisure time centres and the other is a documentation or cooperation between staff and parents in one preschool department. Organization, contents and methods regarding planning for and carrying through an experiment with Integrating different institutions are analyzed. The experiment, which was intended to last for four years, concluded after only one year. By reporting on how the staff on different levels and parents understand and evaluate contents and methods, the study aims at giving a basis for an understanding of what it is in the cultures of school and child care that makes a cooperation between school, child care and parents possible but also why it is difficult to implement.Using three different theoretical perspectives - an organizational (neo-rationalistic), a micro-political and a perspective on user influence within so-called welfare organizations - possibilities and difficulties for an integration are illustrated.Data has been collected through interviews, observations, questionnaires, and studies of different documents. The collected data is interpreted by a qualitative analysis.A functioning and rational organization in relation to the aims could not be established. The different parts of the organization, i.e. the management, the influence of the trade unions, terms of employment and other working conditions were not adapted to the democratic aims of the organization. Nor did all the staff management or all the other staff approve of the goals.My analysis showed that a mutual understanding in a working-team could not be organized in all parts of the school. To reach a mutual agreement there seemed to be a demand for the teacher or child care staff to join the team because they wanted to be part of the teams themselves. A demand for a mutual pedagogical view was also required.Questions on how the personnel in child care institutions and primary school institutions look upon what is possible and reasonable to attain are of basic importance on the individual level.