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Abstract

The topic of our bachelor's thesis is how pedagogues work to include five-year-olds with disruptive behavior in free play. Based on our research question, the text has a consistent focus on four themes: free play, disruptive behavior, inclusion, and facilitation. We conducted three qualitative interviews with three kindergarten teachers from different kindergartens. The results show that children with disruptive behavior are vulnerable and insecure. The behavior is complex and individual. Common for children with disruptive behavior is that unstructured activities such as free play can be difficult and that many will therefore need support. The staff has an important role in collaborating with the staff group and parents to facilitate and implement measures where necessary. Relevant to this task has been to look at the development of disruptive behavior associated with the transition from kindergarten to school and how best to prepare these children. The results show that the kindergarten staff is working well on this topic, but we see the need for increased competence among staff regarding different behavioral patterns by children in kindergarten.