Det ska börjas i tid! : Förskollärares uppfattningar om barn i språksvårigheter

The aim of the study was to find out and problematize the pre-school teachers’ conceptions of children in language difficulties in two averaged sized Swedish municipalities. To answer purpose and the research questions of the study we chose to work with a qualitative method. We conducted three focus groups where the informants were given the opportunity to, in interaction and in dialogue, express their thoughts and experiences within the subject. In every focus group the participants were three university educated pre-school teachers. In the processing and analysis of the empiricism we used an inductive approach in which over-arching themes appeared. The results of the study showed that pre-school teachers to a high degree related language difficulties to other social disabilities. Thus it is of the highest importance that children through early efforts are given the support that they are entitled to. Furthermore, the lack of time was a prevalent result of which the pre-school teachers experienced affected their ability to handle children in language difficulties. The result also showed that the cooperation that took place within the pre-school was considered profitable. The study illustrated the importance of flexible and competent pre-school teachers who actively work to focus on the child’s strengths rather than their weaknesses.Validerat; 20160210 (global_studentproject_submitter