När det brister : En essä om hur prioritering av ekonomiska resurser, istället för pedagogiska, påverkar barn och pedagoger i praktiken

In my essay, I start from an event in my workplace that I experience stressful and mentally stressful for both children and educators, where a child who needs extensive adjustments cannot receive it satisfactorily. Through my many years of knowledge and experience with work in preschool and school, I see how the work situation has changed and how it affects us who are in it. Administrative work is increased through documentation, reflection and analysis of the business. The child groups are growing steadily while the staff density is unchanged. Temporary absence is reduced, and we can resolve the situation ourselves by changing our working hours. I am critical of how the working environment has become for us staying in the preschool's premises. According to the school law, education must be equal and consider and be adapted to the different conditions and needs of children. How is it when we work inclusive without getting resources for it? Through scientific literature and steering documents, I reflect and explore how we are affected by the situations we end up in, both the individual child, the child group and the work team. What scope I have as a preschool teacher in the guidelines mentioned in the preschool curriculum and how / if we can meet the goals based on these premises. In the paper, I highlight that lack of higher-level organization is the big problem and I investigate what responsibilities the principals and higher executives have and how it ultimately affects us. I also reflect on whether, in my eagerness to be solution oriented, I am contributing to the fact that there is no change and the prevailing culture of silence that exists