Presentation pärnu, Sweden

PROcompetenceChallenges and possibilities in interaction in multicultural preschools in Sweden

–views and experiences of students

Pirjo Lahdenperä

Marja-Terttu Tryggvason

Anne Lillvist

Lahdenperä; Lillvist;Tryggvason, 2013-

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Definition of client

A client is a recipient of a service who also

actively contributes to improvement of

quality and an added value. The client can

be both internal or external.

(Edvarsson, Andersson,Sandén,Waller,1998)


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StudentsPreschool

Teachers

Parents with

foreign

background

Higher

education

institutions

Who is the client?


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Purposes

• Why we did this?

– To increase the students´ knowledge and

skills on intercultural competence.

– To increase the teacher educators´ knowledge

about how the the preschool teacher

education meets the needs and goals to work

at a multicultural preschool.


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Fundamental values and tasks of

the Swedish preschool

The Education Act (98 rev 2010) stipulates

that the preschool should help to ensure that

children with a mother tongue other than

Swedish, receive the opportunity to develop

both their Swedish language and their

mother tongue.


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Fundamental values and tasks of

the Swedish preschool

Increasing mobility across national borders creates

cultural diversity in the preschool, which provides

children with the opportunity to show respect and

consideration for each individual irrespective of

background.

The preschool can help to ensure that children from

national minorities and children with a foreign

background receive support in developing a

multicultural sense of identity.


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The preschool should strive to

ensure that each child• feel a sense of participation in their own culture and develop a

feeling and respect for other cultures,

• with a mother tongue other than Swedish develop their cultural identity and the ability to communicate in both Swedish and their mother tongue.

The work team should

show respect for parents and be responsible for developing good relationships between staff of the preschool and the children’s families,

take due account of parents viewpoints when planning and carrying out activities.


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Development of intercultural competence in educationIn

terc

ultu

ralco

mpe

ten

ce

1. Awareness and

knowledge

2. Actions and experiences

3. Skills and competencies

Lahdenperä (2010)Lahdenperä; Lillvist;Tryggvason, 2013-

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Data collection

• 3 interviews with former students from

preschool teacher education, now working

as preschool teachers.


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Data collection cont.

• 6 theses on views and experience of

multiculturalism in Swedish preschools• How multicultural parents experience the Swedish

preschool

• How preschool teachers experience the contacts

with multicultural parents

• How preschool teachers experience their work in

multicultural preschools


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Studentuppsatser:

FÖRSKOLELÄRARPROGRAMMET: (PROcompetence: Tryggvason, Lillvist & Lahdenperä)

Madeleine Hellström & Niklas Strömberg:

Mångfald, - en studie baserad på pedagogers syn och arbetssätt i förskolan

Elin Wreder & Emelie Larsson:

Upplevelser och erfarenheter kring den svenska skolan med utgångs-punkt från mångkulturella föräldrar och förskollärarnas synvinkel.

Lotta Lödesjö & Cecilia Andersson:

Några förskollärares förhållningssätt till mångkulturella föräldrar.

Camilla Berglund & Evelina Seidow:

Förskollärarens möte med mångkulturella föräldrar

Emina Batanovic & Maria Lindholm:

Mångkulturellt arbete i förskolan ur förskollärarens perspektiv

Sandra Rydoff & Johanna Roselius Bäckman:

Mångkulturella föräldrars föreställningar och förväntningar gällandesvensk förskola


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Data collection cont.

• 9 oral and written interviews with the

teacher students who wrote the thesis on

multiculturalism

why we did this

to get to know what a student

understands with intercultural

competence


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Results

The teacher education program is lacking content regarding multicultural issues.

Students focused on differences and parents insufficient knowledge of Swedish society.

Language was seen as a barrier.

” At school [teacher education programme] we talked about gender and class inequalities mostly related to school outcomes. Nothing really about how to collaborate with parents from other cultural backgrounds”


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Results cont.

There are many multicultural preschools in the region,

however they are not being used as work placement

schools.

”My field practice school was in a very Swedish

neighborhood, so after graduation when I got a job at a

culturally very diverse preschool, it was almost a chock to

me”

“ I think that the Higher Education Institutes could

collaborate more with preschools and schools. Maybe have

preschool teachers or parents coming to give lectures”


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Development of intercultural competence in educationIn

terc

ultu

ralco

mpe

ten

ce

1. Awareness and

knowledge


3. Reflection

4. Skills and competencies


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Conclusions

1. Awareness and knowledge


Results indicate that the

students are on the first

level (awareness and

knowledge) in their

development of

intercultural competence

3. Reflection

4.Skills and competencies


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Future recommendations 1.Theoretical knowledge of multicultural issues in preschool

teacher education is needed.

Our teacher education needs to motivate and awaken students

interest for multicultural issues.

2.Multicultural field practice schools should be used by students to

gain experiences of interaction with children and especially with

parents with foreign background.

3. Interculturally competent staff at teacher education and field

practice school should reflect with students about their experiences

4. Skills and competencies are developed by combining theory and

experiences


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References:

• Edvarsson, Bo; Andersson, Tobias; Sandén, Mattias; Waller Björn

(1998). Mätning av tjänstekvaliten I praktiken. Lund:

Studentlitteratur.

• Lahdenperä, Pirjo (2010). Mångfald som interkulturell utmaning, I P.

Lahdenperä & H. Lotentz (red) Möten i mångfaldens skola.

Interkulturella arbetaformer och nya pedagogiska utmaningar. Lund:

Studentlitteratur.

• Utbildningsdepartementet, Läroplan för förskolan 1998/2010.


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Presentation pärnu, Sweden

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