Före och efter Lpfö, 98; Fyra förskollärares reflektioner om arbetet före och efter införandet av läroplanen.
Since 1998, the Swedish preschool has its own curriculum and with this the preeschool became the first step of a lifelong learning. The aim of this study was to explore how preschool teachers perceive their work before and after the Swedish curriculum was inserted. A qualitative method was used in this study. Four different in-depth interviews were conducted with preschool teachers, all experienced working at least before 1993. The curriculum theory and curriculum history were used to analyze the empirical data. The conclusion of this study is that the preschool teachers have experienced a great difference in their work today in comparison to before the curriculum was inserted. The aim of this study is not to draw general conclusions of the profession, it is merely a presentation in regard to the preschool teachers that participated in this study and it can also help others in the same work line to get a greater picture of what the curriculum has brought to the profession. In my study I focus on the differences the preschool teachers have experienced in their work regarding the terms child- vs. adult view, education and/or care, pedagogical documentation and the status of the teachers profession.