The purpose of this paper is to examine how kindergartens works to develop competence around vulnerable children. Throughout this paper we have focused on children with emotional and social difficulties, furthermore we have excluded children with diagnoses or disabilities. Additionally, we have chosen to focus on how the kindergarten develops its competence on a day-to-day basis, without including further education and external courses. The paper examines the awareness kindergartens have around competence development and different methods the staff uses to improve their competence around vulnerable children, with elements such as team-based work and knowledge sharing. We have used a qualitative method to get a deeper knowledge on the subject, where seasoned kindergarten teachers are interviewed on the matter. The results indicate that the kindergartens have little structure in their work with competence development, and that this work is done with an unmethodical approach. Furthermore, the results shows that the staff primarily uses knowledge sharing as their primary source of competence development, but our examinations find that this way of working often is unstructured, without any type of specific goal. The results also emphasize that team-based competence development is much used, even though everyday problems often overshadow this work because of time management.

BACH301 2021/2022 Fakultet for lærarutdanning, kultur og idrett Institutt for pedagogikk, religion og samfunnsfag Innleveringsdato: 25.05.2022 Mengde ord: 14 171

BACH301