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    Mobbing i barnehagen, en kvalitativ studie

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    Abstract
    Denne studien dreier seg om mobbing i barnehagen og hvordan pedagogiske ledere forstår mobbebegrepet og arbeider for å forebygge mobbing. Barnehagene har et ansvar om å forebygge mobbing i barnehagen. Jeg ønsker å undersøke hvordan pedagoger forstår mobbebegrepet og hvordan de arbeider for å forebygge mobbing i barnehagen. Jeg har valgt en kvalitativ tilnærming i undersøkelsen, med semistrukturert intervju som metode. Empirien består av intervjumateriale der seks pedagoger - fire kvinner og to menn - ble intervjuet. Samtlige var utdannet innenfor profesjonen, fem var utdannet førskolelærere, og en var utdannet barnehagelærer. Barnehagene de arbeidet i var kommunale barnehager i Oslo kommune. Resultatene fra intervjuene og drøftingen viste at mobbing forekommer i barnehagen, og at pedagogenes forståelser av mobbebegrepet var nokså likt. Alle var enige om at mobbing forekom i barnehagene, men det var uenigheter om mobbing forekom i deres barnehager. Imidlertid var alle så å si enige i definisjonen av mobbing. Pedagogene var opptatt av sin rolle og hvordan de kunne arbeide for å forebygge mobbing. De reflekterte over utfordringene og dilemmaene som kunne oppstå i forbindelse med temaet mobbing, og hvilke hensyn som var nødvendige å ta. Dette med bakgrunn i at barnet som utøver mobbing har behov for å bli sett og kanskje trenger veiledning og hjelp for være en del av fellesskapet, på samme måte som barnet som ble utsatt for mobbing har behov for støtte og omsorg. Videre ytret alle pedagogene at de ikke hadde tilstrekkelig kunnskap om mobbing i barnehagen og at dette ikke hadde vært en del av pensum i deres utdanning.
     
    This thesis is based on the investigation of bullying in Norwegians kindergartens. The purpose of the thesis is to analyse the following question: How do teachers define, understand and subsequently work to prevent bullying from happening in kindergarten? A qualitative approach was chosen fort this study, with semi-structured interviews as the method. Six teachers were interviewed, two men and four women. All were educated in their field: five as preschool teachers and one as a kindergarten teacher. All teachers were pedagogical leaders of their group, and the kindergartens were municipal kindergartens located in Oslo. The results from this analysis and from the discussions that ensued, showed that all teachers agreed that bullying does occur amongst children in kindergarten in general. There were some differing views amongst the teachers on whether bullying existed in their own kindergarten, but they all had a similar definition on bullying and understanding of what it entailed. Further, all six teachers were highly aware of the responsibility they had of preventing bullying from happening in their group. They reflected on challenges and were concerned about which methods were the most effective at both preventing and mitigating the problems related to bullying. Children who bully others have as much a need to be seen, heard and recognized as the child who is bullied, and there was a consensus among all the teachers that these children need guidance and help to be part of the group/community. The teachers all describe a general lack of knowledge about bullying and could all attest to not having the subject as part of their curriculum during their studies.
     
    URI
    https://hdl.handle.net/10642/7746
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    • LUI - Master i Barnehagekunnskap
    Date
    2019
    Author
    Strand, Sol Helen
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    Strand_SolHelen.pdf (1.143Mb)

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