An Unclear Task? The Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development

Abstract

Purpose: This study explored how preschool and special needs teachers in Sweden perceive their own role and the role of each other in the preschools' documentation and assessment practices. It examines the possible consequences of this perception and of the actions based on it for children with special needs. Method:The study took a qualitative approach. Individual semi-structured interviews were conducted with seven special needs teachers and seven preschool teachers from different schools and municipalities. Results:The results show that the preschool and special needs teachers' roles regarding assessment and documentation, as described and specified in the curriculum, are contradictory and difficult. Assessing an individual child's knowledge development by observing and documenting the child group was regarded as problematic by both occupational groups, and further training in assessments was sought.