Emma Gren; Lisa Pederssen , pp. 27. MAM/Sektionen för Management, 2007.
Preschool belongs to Lpo-94. School readiness can interprets in different kind of aspects, then you can not found any goals to reach in Lpo- 94 for the pre-school, which preschool teachers can relay to. There are comprehensive goals for the nine-year school in Lpo- 94, about which knowledge the student should have for the fifth grade.
Purpose of the studie is to examine preschool teachers understanding of the phenomenon school readiness. Qualitative interviews by preschool teachers in south and middle of Sweden has been carried out and a hermeneutic analyse has been used for a deeper understanding of pre-school teachers interprets of school readiness. It has been clear in the results that common for the pre-school teachers are that they seen school readiness from a comprehensive view which can be divided in three aspects, which is socially skills, cognitive skills and motoric skills. Common for the pre-school teachers are also that they try to integrate socially, cognitive and motoric knowledge whit the plying, from the Lpo -94 goals, which is leading to school readiness. The pre-school teachers use Lpo-94 when they plan the goal, but same of the teachers even use Lpfö-98, when the pedagogic of playing is more agreement whit the preschools learning by playing.