This study focuses on the role of Pedagogue Supports in the Faroese kindergarten playroom. In particular it attempts to shed light on how they perceive their individual role and responsibilities supporting a child/ren with special needs. Additionally, the perceptions of co-workers on the role of the Support Pedagogue were also examined in an attempt to gauge how much they coincided or differed in opinion. It further explored the relationship between role perceptions, collaborative working practices and competency in the playroom.A theoretical framework was developed based upon the ecological systems theory, role theory, cultural historical theory and the knowledge, skills and attitudes model, as well as published literature. Issues regarding, role expectations, role behaviours, collaborative working practices, co-worker influence on perception and collaboration were explored. A qualitative approach was taken with qualitative interviews being conducted with six participants from two separate kindergartens. Of the six participants, three of the participants worked together in one kindergarten playroom, and the remaining three participants from the other kindergarten playroom. In each group of participants there was a representation of a Support, an Assistant and a playroom Supervisor who had all worked together for a period of time in which support was offered to a child/ren with special needs.Data was analysed using a hermeneutic approach in which codes were attributed to the statements made by the participants. From these codes, themes emerged which were constantly related back to the original research questions and the theoretical framework. These themes included role expectations, responsibilities, competency in the playroom, collaborative working practices and inclusive practices. The key findings of the study suggest that role perceptions play a major factor in competency building and collaboration within the playroom of not just the Support but the entire staff. It became evident that by fostering collaboration between the Support and his or her co-workers, fostered inclusive practice and ultimately greater inclusion for the child/ren with special needs.
Key words: Support Pedagogue, Role Perception, Collaborative working practices