Undervisning i förskolan : En fenomenografisk studie om vårdnadshavares kvalitativt skilda sätt att uppfatta vad undervisning i förskolan är

The preschool curriculum of 2018 declares that preschool teachers must plan and carry out teaching with the preschool children. Previously, research has mainly focused on how principals and preschool teachers perceive the concept of teaching in relation to the preschool. In Swedish preschool, most of the children between the age one and five participate, behind each of the children there is a guardian or a parent. A reasonable assumption should therefore be that parents have insight into preschool teaching, while research unfortunately shows the exact opposite. The preschool would need to develop communication with the home about what teaching in the preschool is. So, parents should develop a more similar understanding of the concept. However, at present there is a lack of research regarding parents’ perception of teaching in preschool. From Swedish context there is only a few student essays to find. Accordingly, the purpose of the study is to contribute with knowledge on parents’ conception of teaching in preschool. The study has applied a phenomenographic approach, which can be understood as helpful as the approach aims to investigate people's perceptions of a phenomenon. The data collection has taken place through interviews designed in accordance with how phenomenographic data collections can be carried out. The results show that the preschool’s educators often exclude parents in the preschool's teaching assignments, nor do they use the term teaching with parents. Even if parents are told that their child have been in the forest for example, is it common that they are also informed about the purpose of the activity. The parent’s perception of preschool education thus places itself on the one hand in relation to the playfulness of preschool teaching, but on the other hand that teaching occurs within a stricter framework with lecture elements. The conclusion is that parents’ perceptions of teaching large is based on their own experiences. The results give rise to reflections within preschools, where preschool educators can also develop strategies to involve parents more clearly, partly in the preschool's teaching assignment, partly in a common and unified definition of concepts.