Här behandlar vi alla lika : Pedagogernas förhållningsätt till genus på förskolegården

Purpose: The purpose of this study is to investigate teachers' approach to gender in the preschool playground. The study is based on a gender theory perspective, which concerns how preschool teachers create invisible rules, norms and expectations about what is masculine and feminine in society. The study deals with the concept of gender and how it is perceived and expressed from the teacher's' point of view and how the teachers treat the children in the playground. Question at issue: What are the educators´ ideas regarding pupils in preschool playgrounds in relation to gender? How visible are norms and notions of gender in the preschool outdoor area? In what way is the preschool outdoor area important for educators pedagogical approach? Method: These questions are answered using a qualitative observations and interviews with three teachers at a preschool in Stockholm. Main theoretical connections: Constructivist interpretative and gender theory. Conclusion: The result of the interviews reveals that teachers treat pupils as individuals rather than based on their gender. This is the teacher's main goal and ambition. The observations showed a passive approach that involves teachers allowing the children to play freely in the preschool playground. They care about the children's free play and care because they believe that it is important. The teachers do not participate in children's play in the outdoor area, but they observe and assist the children when needed. Although the preschool yard plays a vital role in the everyday educational activities, our results suggest children to learn from each other without interaction and teaching from the teachers. The teachers did not view the playground as an extension of learning that occurs indoors but as an area where children can play and learn from each other