My purpose with this essay is to examine the relationship between esthetic learning processes and language development to find good practices in my work with multilingual children. In my report, I describe a few activities from my work as a preschool pedagogue in a multicultural area, with a large group of children where age and knowledge of Swedish varies. The background to this essay is the problems I experienced in my work with children´s language development in an organization that, in my opinion, is limited by economic factors. The questions I poses are about the way esthetic learning processes can help children develop their language skills as well as their participation in preschool activities. I also pose the question whether there is a connection between the musical ear and children´s development of language.

AbstractThis research is about pre-school children?s conceptions of the river and the water environment. The aim of this study was to apply a new teaching method based on the outside learning, as well as to test the method and see if it works, i.e. if children get more knowledge this way compared to ordinary methods like teaching in the class-room which involves showing pictures and discussion of them.The main questions in this study were how children get new knowledge through outside learning and how effective this learning method is, i.e. how much they noticed and learned about the river and the water environment as a result of that outside observation.

Swedish school children exhibit deteriorating knowledge results in terms of reading comprehension. Previous research shows that a method to increase the level of knowledge is the use of evidence-based learning techniques. Test based learning generates what is commonly referred to as a test effect, which proved to strengthen the relationship between learning and memory, as well as being applicable to various test formats. The purpose of this study was to investigate whether test based learning, in terms of learning english words leads to increased performance in a reading comprehension test, more specifically a cloze test. The study was based on a within-group design and was conducted three times over four weeks.

The paper examines Philosophy with children as a pedagogical method for schools to practice. The questions I have posed are:Why philosophize with children and teenagers?How does Philosophy with children work?What, in the organized structure of the philosophical inquiry, can be emphasized as favourable for learning?How carefully is the structure of the philosophical inquiry really followed in practice?How can philosophy be applied as a pedagogical model?The theoretical framework of this inquiry consists of a discussion about a thirst for learning that exceeds the explicit and direct usability that motivates vocational training.I have used two different kinds of methods. The main method is a literary analysis of some of the literature in this field. This analysis is compared to field observations of children participating in communities of inquiry in school.The basic assumption is that practicing the ability of philosophical thinking can help children develop a more profound way of understanding who they are and how the world in which they exist works.

This bachelor thesis consists of an analysis of museum environment. In the research, case studies have been done at the, Stockholm based museums, Swedish museum of Natural history?s exhibition Natur i Sverige (Nature in Sweden) and the Nordiska museet?s (Nordic history) exhibition Modemakt (Power of fashion) and learning environment Lekstugan (playhouse). The purpose of the research was to study how cultural heritage is used and developed within the museum pedagogy aimed at children. The research is based on a multimodal approach with focus on learning resources.The research examines the museums focus on children and youngsters, what the goals for this focus looks like on respective museum and how the focus is visible in the actual museums.

The purpose of the study was to examine how teachers and children interpreted the project and understood its values. To this end, it was necessary to focus on four defining parameters which affect the investigation: structure of pre-school project work, content and delivery, the methods used by teachers during the project, which pedagogical documentation was used (and how), and how the project determined the approach, the curriculum goals and values. Using a qualitative approach, regular unsystematic observations were made over five days, during which three teachers, two pedagogues, two pre-school teachers, and one nanny from the same kindergarten were interviewed regarding children in three age groups: 1-2 years old, 3 years old, and 4-5 years old. The results of my investigation showed that the teachers were divided on how to apply the project as a working method. Children's active role in the pre-school project varied depending on the extent to which teachers adopted children perspective in everyday practice.

I begin my essay with a story that illustrates how a preschool activity organized on a modular work can be perceived. I describe how the environment has been rebuilt and modified to accommodate one large group of children instead of two smaller groups as before. Management´s justification for the change is that it is carried out to give the children better conditions for their learning, but my understanding is that it also hampers preschool-teachers´ abilities to implement their assignment.I try to understand what benefits module work by examining what well-known researchers believe is important for children´s learning in environmental and preschool teacher´s importance. When I use what I have learned to analyze my story, my opinion is that the change of the preschool activity not have just a positive impact but also entails that preschool teachers find it difficult to be present and in interaction with the children as several well-known researchers notes is important for children´s learning. I discuss how a large and rich environment at the same time can be perceived as incalculable for teachers, which can result in not all of the children being paid attention to in the preschool activity.

This is a study on how eurythmists/educators describe the relationship between the practice of eurythmy and learning in young children. I wanted to find out what concepts these eurythmists/educators use when speaking of learning in relation to eurythmy. In addition I would also like to explore what eurythmists and educators think that children learn when practicing eurythmy. The method of this study is interviews with two educated Waldorf teachers, as well as two educated and practicing eurythmists, in a fenomenological interview setting with open questions. The theories of Merleau-Ponty, on the phenomenological body, has been used when analyzing the interview material - that is; through the understanding of a physical learning in these theories on the phenomenological body I have tried to understand and analyze the interview material.

This bachelor thesis consists of an analysis of museum environment. In the research, case studies have been done at the, Stockholm based museums, Swedish museum of Natural history?s exhibition Natur i Sverige (Nature in Sweden) and the Nordiska museet?s (Nordic history) exhibition Modemakt (Power of fashion) and learning environment Lekstugan (playhouse). The purpose of the research was to study how cultural heritage is used and developed within the museum pedagogy aimed at children. The research is based on a multimodal approach with focus on learning resources.The research examines the museums focus on children and youngsters, what the goals for this focus looks like on respective museum and how the focus is visible in the actual museums.

The purpose of my study is to investigate teachers? opinions about learning difficulties in mathematics.I have read relevant literature on this subject. I have conducted interviews with seven class teachers, one special-needs teacher, a psychologist and one special-needs teachers who specifically worked with investigations concerning pupils with difficulties in mathematics.The result of my study shows that learning difficulties in mathematics can/might be prevented if children in pre-school are introduced to mathematics as early as possible. This should be done in a delightful way in their daily activities and while there are playing. I didn?t find any complete method to help children with mathematics difficulties in compulsory school.

The objective of the present study was to highlight preschool children?s encounters with children?s literature, in a heterogeneous language context.  The idea was to identify significant features in the linkages between the reading of children?s literature, didactic activities and children?s learning, language development and emergent literacy activities.  Our interest was directed towards the activities connected with read-alouds, as well as the preschool teacher?s perceptions of those activities.  The empiric material was collected by use of participant observations of four read-aloud sessions. After the observations the preschool teacher in charge of the observed read-aloud was in-depth interviewed. In addition, the physical print environment in the actual preschool was observed. The results indicate that the physical and social reading environment interact with each other.  Furthermore, the preschool  teachers? approaches and ways of working with literature does not always optimize the language, literacy and content area  learning opportunities for the children.

The purpose of this thesis has been to; based on interviews with four teachers in Stockholm city, get at picture of preschool teacher?s viewpoint on children?s influence in preschool.Research questions: How is the children`s influence looked upon by the teachers in preschool?, In what ways do children?s influence affect their learning, In what ways are the interviewed preschool teachers working with democracy in preschool?To carry out this thesis, I used the qualitative method. In the qualitative method, use is made of the interview method to collect empirical data with interviews. I interviewed four preschool teachers from three different preschools. This thesis is built upon John Dewey?s philosophical thinking as a theoretical base.The result of this thesis shows that all preschool teachers felt that the application of children?s influence in the daily activities, although complicated, is essential in their work.

The purpose of this study is to find out how the teachers in preschool work with mathematics. How educators working to promote children's mathematics learning and how educators visualize math work. How they plan, implement and document the work of mathematics. I also want to find out how legal guardians perceive their children's mathematics learning in preschool.I have chosen to do interviews with the educators and survey legal guardians to make visible the work of mathematics in kindergarten. I interviewed six teachers who work at both younger and older children department.

Bilingualism and multilingualism have always existed in Sweden. Preschool teachers must provide a stimulating pedagogical environment adapted to bilingual children.The purpose of this examination is to study the perspective of the preschool teachers and their knowledge regarding bilingual and multilingual children. Their knowledge will be examined related to their language experiences. I hope to find similarities and dissimilarities in the preschool teachers? opinions concerning teaching and learning what they actually do when they are teaching.My study is based on qualitative method, based on interviews and repeated observations.

This scientific essay is based on four self-perceived situations that all takes place in an outdoor environment. The children are aged seven to nine years. At least one of the children in the groups has some type of concentration difficulties. I have combined my practical experience with literature and previous research regarding outdoor education and children with concentration difficulties. Based on this I have tried to interpret and reflect on the opportunities and problems with outdoor education for children with concentration difficulties, especially so called situational concentration difficulties.