Förskolans strukturella villkor i förhållande till organisation av barngruppen och aktiviteter
DOI:
https://doi.org/10.63310/edu.2026.2.61331Keywords:
organisation av barngrupp, förskola, förskollärare, strukturella villkorAbstract
Over several decades, research has examined how structural conditions shape preschool quality and influence how preschool teachers organise children’s groups and everyday activities. This study investigates how structural conditions in Swedish preschools interact with teachers’ organisation of children’s groups and activities, with particular attention to the positions teachers adopt and the relationships that develop between teachers and children. Drawing on Bronfenbrenner’s ecological systems theory, we analyse how routines, time schedules and activity structures in the preschool microsystem relate to conditions in the macro-, exo- and chronosystems. The empirical material consists of participant observations conducted in four preschool settings and analysed through thematic analysis. The findings show that daily preschool practice is strongly shaped by recurrent routines, time-regulated activities and predetermined activity sequences, which limit children’s opportunities for spontaneous choices and influence over the day’s organisation. The findings also show that teachers’ positions vary across activities such as meals, group gatherings and indoor/outdoor activity environments, and that these positions shape the adult–child relationships and forms of participation that become possible. The study highlights the need to critically examine how structural conditions affect children’s opportunities for participation, interaction and influence in preschool education.
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