Sedan 2018 ingår undervisning i läroplanen för förskola i Sverige. Detta har lett till ett behov av en bredare förståelse för hur undervisning kan genomföras i förskola. I föreliggande studie består data av videoobservationer genomförda med etnografisk metod och syftet är att bidra med kunskap om undervisning som en gemensam handling mellan pedagoger och barn i förskola. Mer specifikt utforskas karaktären av responser mellan pedagoger och barn samt hur gemensamt innehåll framträder i interaktion mellan barn och pedagoger. Syftet är relaterat till metod och interaktionsanalys där verbalt tal och kroppsliga uttryck tillskrivs samma värde och är sammanflätade. Det senare är relaterat till studiens sammanhang, som är en förskola och specifikt en språkavdelning med deltagare från 3 års ålder. Resultatet visar att innehåll mellan pedagoger och barn där responsivitet innebär både kroppsliga och verbala uttryck för handling öppnar för att förstå undervisning som gemensam och som en samhandling där innehållet växer fram och växlar mellan pedagoger och barn. 

The purpose of this paper is two folded. One is to generate knowledge about characteristics of teaching in relation to play and how content within teaching emerge between participants. The second purpose is related to methodology and analysis whereby using interaction analysis (IA) give same attention to expressions from the body as from the spoken word to understand response in diverse ways in relation to participants different ways of communicating response. Diverse ways in this study involve both verbal and/or bodily expression. Due to the emergent need of research that explore teaching in relation to multi-lingualism in an Early Childhood Education (ECE) this study aims to contribute to that field (Norling & Lillqvist, 2016; Kultti, 2021). A central aspect in this study when analyzing teaching in relation to play is the aspect of interaction between participants. This study aims to contribute with knowledge about how teaching in relation to play can be understood by asking: 1. What can be characterized as teaching in relation to play? - What emerge as content in teaching in relation to play? - How is response expressed between participants?

This study is theoretically framed by Play Responsive Early Childhood Education and Care (PRECEC) concerning pedagogical tact (se. Van Manen, 2016) and didaktik (se. Broström, 2022; Klafki, 1995). Play-responsive teaching has a theoretical perspective where the concept of response is used about children'children'sachers’Teachers' to children'children's lead to teaching of a new content this stands concerning joint attention or make common (Barnhart, 2004; Pramling et al, 2019). Common in this study is related to Korsgaards's (2019) understanding of common as making things together. In recent years, teaching has been enabled through the Education Act (SFS 2010:800) and has been part of the curriculum since 2018. Teaching as an activity in a Swedish preschool context has led to a need for a broader understanding of what teaching can become in preschool. Through ethnographic methods and a video camera to collect data, this study explores teaching through play concerning response and making common. This study asks the following questions: What can be characterized as teaching in preschool in relation to play? How can the concept of common be understood in relation to content and teaching through play in preschool?

The aim of this study is to contribute with knowledge to the field of ECEC as to PRECEC_SCS on how social sustainability as equity can be related to teaching in relation to play, response and multiple languages. Considering previous studies (Pramling et al,2019) there is a need to explore teaching in relation to play with a focus on social sustainability. This study ties into the theory Play Responsive Early Childhood Education and Care for Social and Cultural sustainability (PRECEC_SCS). The study refers to social sustainability as related to equity and social change within an educational setting (Cazden, Cope, Fairclough, Gee, 1966). This study explores what can hinder or enable teaching in relation to play with a focus on several languages, includes body language, and responses. Drawing upon a 5-month ethnographic fieldwork where data is collected with a video camera this study explore teaching in relation to play. The empirical data is analyzed through interaction analyzes (Goffman, 1981; Schieffelin & Ochs, 1986; Goodwin, 2012). The following study has been ethically reviewed and approved (dnr 2021-03573) and all participants have given written informed consent through themselves or through a guardian. Participants are anonymized. The Initial results show how teaching in relation to play and responses through multiple languages for communication and different experiences can be linked to social sustainability as equity. These findings suggest implications for several ways of how the body as a communicator as multiple languages are of significance for teaching in relation to play and relates to social sustainability

The context of my research is public preschool in Sweden, which is voluntary before the age of 6, and the interaction between children and preschool teachers. I pay specific interest to how content is established when children and preschool teachers interact with a focus on the relation between “play” and “teaching” (e.g. Bingham & Sidorkin, 2004; Saevi, 2015). In recent years, teaching, as a concept has strengthened in relation to early childhood education, teaching is enabled through the Education Act of 2011 and part of the curriculum since 2018 (SFS 2010:800). Play in a Swedish preschool context can be understood as a free[1] activity for children while teaching as an activity could be understood as the opposite.

Inspired by the concept of scholé (Masschelein & Simons, 2013) I started to explore and think about the possibility of a transfer of the word free from play to teaching with a potential as being a free zone in public preschool. How and what could teaching be understood as, within a public preschool context, what happens if we apply free next to teaching, As if (Vaihinger, 1925/2009) it were play? 

I turn to Arendt (1961) for an understanding of the concept of ‘free’ in relation to play since ‘free’ play entails a high value in relation to childrens agency- in free play- children can choose- in the context of public preschool in Sweden. By using Vaihinger `s philosophy of As if, I explore teaching As if it were free next to play, with a possibility to choose.  

-[1] The question stems from the idea “children are free” in relation to play (e.g.Huizinga, 1949)

This article is a part of an ongoing dissertation work with a purpose of describe and develop knowledge about teaching responded to children’s play (Pramling et al, 2019). What happens to children's “free” play1 when teaching is established? The question stems from the idea “children are free” in relation to play (Huizinga, 1949). The Convention on the Rights of the Child (UN, 1989) becomes interesting to weave into the discussion, since the CRC are enabling children to feel free. In order to understand why teaching at a preschool can be criticized an understanding of what teaching implicates as well what play implicates in relation to the concept of free must be made. I turn to Arendt (1961) and Berlin (1969) who have different views on the concept of free. What happens if we place free next to teaching?

I förskolan skapar barnens och de vuxnas berättelser sammanhang och samvaro. Här utvecklar barnen sin syn på sig själva, andra och sin omvärld. I denna bok skriver författarna om berättande utifrån en rad olika perspektiv som identitetsutveckling, flerspråkighet, genus, kollegialt lärande och ledarskap. Antologin innehåller exempel från förskolans vardag: högläsning, muntligt berättande, samtal och lek. 

Det berättande barnet – att skapa och dela.

Berättelser som vidgar världen – litteratur och lärande. 

Att berätta om sin verksamhet – dokumentation och delaktighet.

Medverkande författare är: Polly Björk-Willén, Barbro Bruce, Ulla Damber, Christian Eidevald, Katarina Elfström-Peterson, Elin Eriksen Øde­gaard, Carina Fast, Kristine Hultberg Ingridz, Karin Jönsson, Jan Nilsson, Niklas Pramling, Bim Riddersporre, Björn Sundmark, Anna-Karin Svensson, Pia Williams.