Kamratkulturer i förskolan
En observationsstudie av några leksituationer
AbstractIn this essay, I have performed a study on peer cultures and how these peer cultures are expressed in a group of pre-school children. My questions are as following:What positions/power positions can be seen in children?s play, and how will these be expressed?How do the children gain access to play?How do children act when they want to exclude other children?In order to understand this I have chosen to do observations as a method. In order to investigate these questions I chose to spend six whole mornings with a group of pre-school children, closely observing their behavior. The focus was on children, three years of age or older. The results show that children are very resourceful, when it comes to making up strategies for either giving access to, or excluding, other children from their play. For example they could make up a rule which would make it impossible for another child to be a part of the game. One rule could be that you in order to be able to play with the others must possessed a particular toy that the children used in the game, which the new child did not own. But there are also many strategies for children to be a part of a game. For example, if they had a toy that the other children wanted as well, this could be a way of joining in on the play.We as adults must be aware of that these cultures exist everywhere. Sometimes we are not even aware of that a child is not being allowed to play with the others. It is not fun for those children who always have to stand beside the play. We need to try and discover who these children are and help them to be a part of the group.Keywords: Pre-school Peer culture, Access play, Excluding play