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Den dominanta rollen i en barngrupp
Stockholm University, The Stockholm Institute of Education.
Stockholm University, The Stockholm Institute of Education.
2008 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Syftet med vår undersökning är att övergripande synliggöra den dominanta roll ett barn kan ha eller få i en grupp. Vi valde att observera i två olika klasser i de lägre åldrarna på en F-6 skola. För att få syn på den dominanta rollens egenskaper så använde vi oss av bland annat videoinspelning. Videoinspelningen gav oss material som kom så nära den naturliga miljön i gruppen som möjligt. Först när vi började observera såg vi inte några av de egenskaper som vi trodde karaktäriserade den dominanta rollen. När vi studerade det inspelade materialet djupare så började det framträda både olika egenskaper och faktorer som tillsynes verkade göra att ett barn antar en dominant roll. Slutsats: Vi kom fram till fyra olika faktorer i skolan som vi ansåg skulle kunna påverka ett barn att anta en ledarroll. Vi såg att pedagogen spelade en stor roll när det gällde rollstrukturen i gruppen. Barnets vänner och övriga barn gav också barnet mer eller mindre utrymme att visa dominanta egenskaper. Barnets ledarroll påverkas även till stor del av miljön och situationerna hon/han befinner sig i. De egenskaper vi fann hos de barn som antagit en dominant roll var att de hade förmåga att övertala och argumentera. De hade även egenskaperna att ta initiativ och visa sig envisa.

The purpose with our investigation is to see the dominate role a child can have in a group. We did our observations in two different classes at the younger ages in a school for children age six to twelve. We used video recording to notice the dominate behaviour in the group. The video recording gave us material that helped us to get as close as possible to the natural environment in the class. At first we didn’t notice any of the attributes that we thought we would see. Later, when we studied the recorded material, the attributes and factors that seemed to make a child dominant started to appear in front of our eyes. Our conclusion: We saw four different factors in school that we thought could affect a child to take a dominant role in a group. The pedagogue took a big part in creating of the role structure in the group. The other children in the group gave the child with dominant role more or less space. The environment in the classroom and the situation also do affect the child with the leader ability. The attributes we found in the dominant role which the child had taken, were that they had a skill to persuade and argue. They also had skills to take initiative and they showed some stubbornness.

Place, publisher, year, edition, pages
2008.
Keyword [sv]
Dominant, Grupp, Barn, Roll
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-7623OAI: oai:DiVA.org:su-7623DiVA: diva2:198706
Uppsok
samhälle/juridik
Available from: 2008-04-30 Created: 2008-04-30Bibliographically approved

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61fb8dd028aafbb73641cecfd744d3bc723ffa355c89ba98b9e15c24daebdf8666cd0f6e
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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
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  • Other style
More styles
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  • nn-NB
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  • Other locale
More languages
Output format
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