Modermålsverksamhetens inkluderande och exkluderande principer i en förskola
En intervjustudie om uppfattningar
The purpose of our examination was to survey how one preschool works with so called language groups, if the mother tongue is important and if the informants can see any complex of problems in the inclusive/exclusive way of working with language groups in the preschool. The literature review provides for example the three most important areas of mother tongue, which are the emotional, the social and the intellectual (Ladberg, 2000). Further it describes the difference between the conceptions integration and inclusion, when today the concept inclusion is preferred (Tøssebro, 2004). We were inspired by qualitative interviews as our method and from a phenomenographic perspective described the informants? perceptions about the named phenomenon. Three preschool teachers and three mother tongue educationalists constitute the represented informants. The result of our examination shows a clear opinion about the great importance of mother tongue and that the mother tongue educational programme is not considered to be an excluded activity, since the children already are used to the constant groupings in the preschool. Our examination shows many areas in need of improvement, for example the engagement from the municipality and further education for the pedagogues. Further research of the subject is also of importance to be able to improve the mother tongue educational programme with didactic guidelines.