| Summary: | The purpose of our study is to highlight and problematize both the preschool teacher interprets and understands the exclusion of play, but also how preschool teachers work to prevent exclusion in preschool, in order to create a good and safe environment for children in preschool. We wanted to explore how preschool teachers think about the exclusions in the children's group and how and why they occur. We have read the current and past research on the topic to build our theoretical framework, and gain a deeper understanding of the processes that occur in situations of exclusion. We have chosen to work with a qualitative research method because we felt this was the most suitable for the purpose. We conducted a focus group interview and observations to obtain our results. Focus group interview was conducted in a kindergarten in Luleå and three preschool teachers participated. The observations were also conducted in Luleå, a preschool where both preschool teachers and childcare workers are employed, the children were aged 3-5 years. We have chosen to specifically focus on harmony and conflict perspective as our basis for the study, and one that pervades our work. Our results have shown that preschool teachers are against exclusions in kindergarten and believe that it should not occur. But we have noted that preschool teachers and educators are not particularly active in the children's play, that could lead to exclusions and that the teachers miss important learning activities for the children. Preschool teachers believe that it is sometimes legitimate to exclude children from the game, if they destroy for the other children. We see that preschool teachers use a harmony perspective, which we will discuss further in this paper. Validerat; 20130227 (global_studentproject_submitter)
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