The purpose of this study is to find out how some Swedish preschool teacher discussing how children's Swedish colloquial interaction can be enhanced in the free play. In this case where children are aged three to five.My research questions in the study are:-          What type of free play do preschool teachers talk about in relation to children's Swedish colloquial development?-          What do preschool teachers say about child's colloquial interaction?-           How do preschool teachers reason regarding in what environment children?s colloquial interaction occurs?In my study I have used an interview with elements of a visual method called The Diamond. The approach is that the participants in the interview will be enhanced to discussing about a wise certain number of images. These images are then to be ranked accordingly with a specific theme and terms.If a child has difficult to speak, you can take help of  the interest the child has, the child can tell you and the other children what he or she know about the interest.

The purpose of this essay is to explore how educators are supposed to prioritize their work at the preschool so that all children are listened to and the conditions necessary for kids to dare to express their feelings and thoughts are in place. How is the relationship important for the child's learning? How do I become a committed educator who knows how to interpret and prioritize my work so it benefits children's learning? I am developing these questions in two parts in my following text. Firstly I am writing about why it is important that we who work as pedagogues meet the child on the child?s own terms.

Why should teachers devote themselves to reading aloud? Reading aloud has a given place in most of the Swedish preschools. Many teachers read to children. Research on the subject has shown that it is very rewarding for preschoolers to have stories read to them. They hear how the language is constructed, becomes aware of matter of text, and they are able to take part of how other people live.

One of the Swedish preschools many tasks is to identify the needs of a child and to shape an activity suited to their needs. This identification means a lot of times that a child is weighed and valued despite that the curriculum clearly states that no assessment is to be done in the Swedish preschool. To develop a preschool able to face all children regardless of their individual needs it?s necessary to change focus from child assessment to instead look at the work and environment in the whole preschool. A development of the activity might be seen as a work in progress whose primary goal is to improve the quality of work in preschool.

Purpose: Reading aloud to children and having a conversation about a book, which is read to them, has attracted much attention as important factors that influence children's language development. Language development for children is one of the most important tasks that the preschool- teachers have, and according to ?Läroplanet?, all children must have the opportunity to develop their language. The aim of this study was to examine how reading aloud, and by letting them speak about a certain book, ?boksamtal? impacts preschool-children`s ability to develop their language according to preschool- teachers.Method: I have used a qualitative method by interviewing four preschool- teachers.

Childhood as a social category is under strucural redefinition. In this thesis the child and childhood are understood as socially constructed phenomenons. Focus is laid upon the construction of the concept ?in the best interest of the child? wich in The UN Convention on the Rights of the Child is defined as beeing the foremost important view to take into account when decisions wich affect children are made. As the thesis shows, a concrete and universall view of the best interest of the child is lacking in practice and would in many cases be unfortunate.

As Sweden has become a multicultural society the need for developing new educational approaches rises. The preschool is a crucial piece in this as it is the one of the first institutions where the children start to develop the language skills. The aim of this study is to investigate the language development approach as practiced by teachers, in their preschool programs, and determine if the teachers work methods can be considered intercultural. This is done to gain a deep understanding on several language development methods and analyze the teachers' approach within the framework of intercultural pedagogy perspective. The theoretical framework used in the study is the intercultural perspective.

With the increasing number of adoptees in Sweden, so has the amount of literature regarding different aspects of adoption. The aim of this study is to explore the construction of adoptees in children's literature. It takes on a social constructionism view, by regarding language as a narrative tool in which human beings construct versions of different phenomenon. By exploring the different discourses in the data within the context adoption, we can identify different versions of "the adopted child" and their needs as it is constructed in the literature. Also, by putting them in a bigger context, we are allowed to see the social structures and the discursive conditions that allow a certain child perspective of "the adopted child" to take place.

The purpose of this study is to investigate the lunchtime from a language development perspective. It will compare two preschools with different ways of organizing mealtimes and observe the conversations between teachers and children. It will also study the ways in which a meal is served and how it affects the conversations. In one of the preschools the children eat in a proper dining room where the food is served as a buffet while in the other preschool the children eat in the preschoolarea and the food is served in bowls on the tables. I also want to investigate how two of these preschool teachers reflect on the mealtimes as part of the language development plan.

Support group activities for children with mentally ill parent´s, without a parallel parent group, is by far the most common form in Sweden. The activities have primarily focused on increasing the frequency of the protective factors around children. Of course, parents and the families are also influenced of children´s participating in these activities. Most studies examining support group activities for children from the child's perspective. The experiences of parent?s perspective have not been well studied.

This essay is about how and why teachers use fiction litterature as a teaching method. It´s based on a study among eight teachers in year 4-6 at a school in Mariehamn in the Åland Islands. The results show the high importance of using fiction litterature in education. Fiction literature is highly valued in all subjects as it stimulates the students development of language, empathy and fantasy. The curriculum´s aim of using fiction litterature is to stimulate the pleasure of reading.

Teaching in pre-school usually takes its starting-point in children?s reality and curiosity. Apart from that it has also been important to take contains of a special subject under consideration, for example development of language and communication or mathematics development. The purpose of this study was to investigate how natural science as a special subject in pre-school education is expressed by five trainee teachers when they teach children at the age of 2-7. Generally the study focuses on the students? teaching actions as well as their line of argument about their teaching and the choices they have to make.

This thesis is structured as a combined empirical and literary study. The aim is to investigate how children at the age of 11-12 years reflect on their readings of fiction and how these reflections relate to the librarians' perspective of a child's reading ability and reading development. Qualitative interviews with children and librarians constitute the empirical part. Research and theories are compared to the empirical part then placed into a more extensive context. How do children at the age of 11-12 years old reflect upon their reading of fiction and how do librarians relate themselves to this age? An analysis using interviews, research and theories is used to answer these questions.

The purpose of this study is to examine how teachers and pupils experience the use of fictional literature as a tool for language development in the teaching of English as a foreign language. Through surveys and interviews and with Vygotsky?s theory on development in a social environment as a theoretical base, I examine which methods are used to promote language development and also which functions pupils and teachers consider fictional literature to have in the teaching of English. Results show that teachers consider fiction to be among the top methods to get pupils to learn English. Teachers and pupils both favour the use of fun and stimulating reading activities as well as group activities where learning is social to go along with the reading of fiction.

The purpose of this study is to describe some primary school teachers understanding of language development and approach of first and second language speakers with Arne Tragetons Writing to reading, for pupils in early ages.By using a qualitative method with interviews and participant observations and informal conversations, the basis for the survey was collected. Four teachers in three schools participated. The proportion of second-language pupils at each school was 35%, 17% and 0%. My theoretical starting point in the study was the hermeneutic research tradition, which has been used to interpret and understand the collected material. Theories of behaviorism, constructivism and socio-cultural perspective has been used in the analysis part of this study.