Kamratsamspel på småbarnsavdelningar

Detta är en avhandling från Stockholm : Pedagogiska institutionen

Sammanfattning: The aim of this thesis is to study the interaction that occurs among one- and two-year-olds in preschool. Today there are many toddlers in Swedish preschools but few Swedish studies of the interaction among children of this preschool age.Existing research on the interaction of toddlers, children’s culture and child-child socialization has been used as background.A qualitative method has been used to describe the content and form of the interaction. Data has been gathered using video observations from five toddler units on twelve occasions. The interaction sequences have been analysed as to content, expression of emotion, duration, age-related factors, gender and the number of children involved.The interaction mood, joy and conflict have been noted. The interaction process in the long sequences has been particularly described and analysed.The results show that interaction often begins around an active child. The animated behavior of a peer is discussed as social affordance for other children. The interaction mood is most often supportive and interest is the most predominant emotion. In the interaction sequences, joy is mostly expressed in connection with big body movements. The children also express joy when something turns out unexpected, rowdy or surprising. Conflicts are brief and relatively few. The interaction process in the long sequences is characterized by creativity, common understanding and positive affects.The mutual creating and understanding that characterizes some of the interaction sequences allow for these to be considered expressions of children’s culture. The interaction where children imitate, adapt and coordinate themselves to each other can furthermore be considered peer socialization. In common activities when practicing interaction norms they learn about what counts in peer interaction. Experiences of a supportive or rejecting interaction mood is also regarded as crucial for the child’s self image in the role as peer.

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