En förskoleklass för alla? : När individens behov ställs mot kollektivets behov

Our scientific essay is based on two self- experienced dilemmas that deal with the difficulty as a pedagogue to be sufficient enough for the entire child-group when the individual’s needs are brought against the collectives needs in a preschool class. Even though we are aware that all children have the right to meet their needs, we struggle with the feeling that we are failing to include the children with behaviors that challenge when we at the same time feel that the group is always being overridden. We sense that we lack the resources to be the present educators that all the children need. Our intention with this essay is therefore to examine what it means to be a professional pedagogue who strives for an inclusive environment where all the children's differences are seen as an asset. We ask questions regarding what it means to be professional when the individual's needs collide with the group needs. And how can we understand our actions based on ethical aspects in relation to who or whose needs should be prioritized? We also question the practice terms and conditions to be able to work for a school for all children, regardless of their needs. With essay as our method, we have explored our practical knowledge with help from theories of ethics, Foucault’s concepts of power, interculturalism and Aristotle’s idea of knowledge. While writing our essay we have visualized our practical experiences and explored them through new perspective. By taking a reflective approach it has become clear to us that the preschool class practice is complex which means that we must take into account the unique in every situation in order to handle these professionally when everything is at its peak. In meeting with children who challenges there are no given solutions, but educators need to use their fronesis to act wisely. Based on the conditions of our practice, it sometimes means that the needs of the individual´s must come first and other times the collectives. Furthermore, we have come to the conclusion that if the preschool class should be for everyone the school management and politicians also must take their responsibility and give educators the right conditions to work inclusive