På vilket sätt möjliggör pedagogerna barns delaktighet under matsituationen i förskolan?
This study focuses on oral communication in the classroom involving discussion and dialogue amongst pupils, but also between teacher and pupil. The overall aim is to study the choices regarding the group composition and working methods that might occur in four individual teachers? lessons plans with the intention of increasing the pupils? knowledge through oral communication. The main focus is to explore what the teachers think of the choices they make and how they believe these changes affect the pupils. It is also focused on how the teachers perceive their pupils? learning is improved by oral communication and how they incorporate all pupils, especially the pupils who rarely participate in classroom activity.The methods used are qualitative studies using interviews and observations. The material consists of interview recordings and notes. The concept of dialogue is consistent in the study and focuses on the importance of dialogue amongst pupils to deepen their knowledge and understanding of the subject matter. The sociocultural perspective of learning and development is used to analyze the empirical material. The results show that oral communication makes more pupils participate in the classroom activities, it especially improves the shy and quiet pupils. Oral communication also affects and develops learning and knowledge in other subjects. This study emphasizes the importance of having a good classroom climate where all students feel noticed, calm and safe, to make dialogue and discussions work in the classroom.