Research aims

Policy for the Swedish preschool has successively adapted its goals in order to prepare for the school system. However, the task of interpreting this assignment is given to preschool teachers. The purpose is to study how Swedish preschool teachers interpret the assignment to prepare preschool children for school.

Relationship to previous research works

Åsén & Roth (2012) finds support for a change in Swedish preschool policy and practice towards the culture of school. Further support for this change can be found in studies about Swedish preschool teachers (e.g. Alatalo et al 2016 Alvestad & Berge 2009; Westman & Bergmark 2013; Löfdahl & Perez 2009).

Theoretical and conceptual framework

The conceptual framework is taken from curriculum theory (Folke Fichtelius 2008) and dilemma theory (Wetherell et al 2001) focusing on actors tension filled interpretation(s) of concurrent ideals in everyday life.

Paradigm, methodology and methods

Within a qualitative research paradigm, semi-structured interviews are performed with individual preschool teachers in their preschool environment.

Ethical Considerations

The preschool teachers was contacted and informed about the project including their rights regarding participation, anonymization and proper storing of the data.

Main finding or discussion

The preliminary results show that school-like goals in the preschool syllabus are approached as a child-based curriculum "for an enriched life", and by this transcending a narrow school centred curricula. However, the possibilities of including every child are dependent on the social background and interest of the child.

Implications, practice or policy

This study could provide teachers with insights about possibilities and limitations regarding how preschool may include local culture and children’s voices in the context of hegemonizing policies towards narrow skills.