Aims: The purpose is to generate knowledge on how preschool teachers demonstrate their relational competence in interaction with 1-2-year-olds who first encounter the Swedish language when they start preschool. Additionally, the aim is to contribute insights into how preschool teachers create opportunities for joyful learning in the youngest children by establishing secure relationships with them.

Research objectives:

1. How do 1- to 2-year-olds use their body language to share their stories in preschool. 2. In what way do preschool teachers listen to young children’s stories when language is not yet the children’s primary means of communication and building relationships with the adults they encounter at preschool?3. How do preschool teachers express affirmation to children through their body language?4. How does the linguistic and academic background of preschool teachers affect their relational competence in interactions with young children at preschool?

Relationships to previous research e.g., Nilfyr, K., Aspelin, J., & Lantz-Andersson, A. (2022), Tomasello (2006). The theoretical framework of the study is transdisciplinary, moving within sociological, psychological, and pedagogical paradigms.On the micro-level body-language-driven interactions within small social units, dyads, and triads are studied, while the study also provides perspectives on overarching societal structures. The analytical relational approach is in depth analysis.The study aims to utilize observation methods and video recordings and will be approved by the Swedish Ethical Review Authority (Etikprövningsmyndigheten). The study aims to use existing practice to develop pedagogical guidelines for future practices regarding relationshipbuilding with the youngest non-Swedish-speaking children in preschool. My intention is to write a compilation thesis consisting of three/four articles that will address the three research objectives.

Nilfyr, K., Aspelin, J., & Lantz-Andersson, A. (2022). To conform or not to conform: An in-depth analysis ofteacher–child interaction and the role of emotions in social adaptation in preschool. Journal of Early ChildhoodResearch, 20(3), 383-396. https://doi.org/10.1177/1476718X221087073

Tomasello, M. (2006). The social bases of language acquisition. Social development, 1(1), 20.