Omsorg och undervisning i förskolan : En kvalitativ studie om hur omsorg uttrycks i undervisningsituationer i förskolan

The study focuses on how care is expressed in relation to teaching and how educators balance these two aspects to create a holistic approach in their work with children. The study is grounded in an ethic of care perspective, supported by Nel Noddings’ theory, where care is understood as an ethical and relational act that forms the foundation for children’s development and learning. The study employs a qualitative methodology, with video observations as the primary data source, complemented by non-participant observations and field notes. The observations were conducted in three different departments at two separate preschools. The analysis concentrated on how care is manifested in teaching and how the interaction between care and learning. The results indicate that care and teaching are closely integrated in practice. Educators’ conscious approach, attentiveness, and emotional presence create conditions for participation, security, and learning. By highlighting the interplay between care and teaching, the study contributes to a holistic view of children's development and reinforces the significance of care within the pedagogical mission of preschool education. Finally, didactic implications and suggestions for future research are presented.