Background: Pupils? responsibilities are presented in the curriculum Lgr11 as a given thing. There has been some research in the field of pupil responsibility, but research covering school grades 1-3 could not be found. The study investigates theories of responsibility, pupil responsibility, power and pupil influence.Purpose: The purpose of this study is to find out the teachers? views on pupil responsibility.

During my practical training I have seen what after-school offers children. Large groups of children and little staff, often results in that the children had to play freely until they go home. Few activities are offered to the children and the staff is busy looking after the children and ensures that they are not fighting.The purpose of this study is to find out how children feel about their leisure activities and if they think they are being offered a meaningful leisure. The main research questions were:How do children experience their leisure-time?Do after-school offers children a meaningful leisure and is it the children's interests and needs that govern the activities and the environment?How do the number of children in the leisure group affect the leisure time?The methods to collect data in the study are observations and interviews.

The purpose of this essay was to examine, from a gender perspective, how biological children in foster families experience the situation of living with foster siblings. The material consists of ten interviews. We searched answers to the questions:1. In what way have the biological childrens relations to parents, biological siblings and foster siblings changed through the placement?2.

In the previous curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the preschool teachers. According to curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the preschool teacher?s educational responsibility.This study is a qualitative study and the purpose was to interview the preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.My result of the study shows that the educational responsibility of the preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool.

This examination is about storyline and children who has problem to focus and concentrate in school. The premier aim of this survey is to look into the storylinemethod and investigate what it means methodical. I am also going to look more into how this children feels about this method and how they adjust to it.In my empirical examintion through qualitative interviews with teatchers and also questionnaires with thirtynine children participated i got a great result. My conclusions is that this method can be demanding and also confusing for this children but the good part is that it is subjectintegrated and it is easy to motivate this children.This examintation has given me an insight how teatchers can teatch in a storyline inspirated education.The storylinemethod is aiming to individual adjustment and these children maybe needs that moust of all..

The purpose of this master thesis is to investigate the understanding of children's librari-ans regarding children's needs and preconditions in a library context and based on devel-opmental psychology and information seeking theories. The children's perspective is said to be the guiding star in the children's library and the thesis also aims to study the chil-dren's perspective as defined by children's librarians.The master thesis is a qualitative study based on interviews with children's librarians working at major public libraries. Observations of the children's libraries in the study have to some extent been performed.The study reveals that children's librarians are fairly knowledgeable about children but do not to a full extent use that knowledge into adapting the library to children and their needs. The children are not contributing to the adaptation of the library to any extent as there are few routines for that matter. In society in general children are on a regular basis represented by adults and their perspective on children and children's needs, which may differ from the perspective children have on their own lives, and the same is applicable for the children's library.

1990 Sweden ratified the UN Convention on the Rights of the Child, with 54 rights. The Convention on the Rights of the Child does not apply as law in Sweden. However, all countries that have ratified the convention, has an obligation to implement the convention in all decision making and practical management that includes children. The purpose of the study is to examine the implementation of the convention in relation to unaccompanied refugee children on a state, municipal and non-profit level by using three actors. The actors are the Swedish immigration service, Stockholm social service and the NGO Save the Children.

The aim of this study is to examine if Kenneth, a character in the novel Nyår by Stig Larsson, takes his ethical responsibility for one of the characters that appears in one section of the book, Ann. Nyår has often been related to morality. This study shows that Levinas philosophy of ethics is a supplement to the discussion of morality. According to Levinas, a person that acts in a non-moral way still can act in a righteous ethical way. With this starting point, it is possible to be close to the text and to bring out new perspectives on the novel.

The aim of this study is to become aware of how the children at the after-school care perceive the adults at after-school care. The most interesting parts are to find out what they thought made a good teacher, which qualities were preferable and how the children expressed their opinions. The children often spend long time at the after-school care which means that the children?s work environment matters. The children look at adults from another perspective and see other qualities than adults see in each other.

The purpose with our study is to increase our knowledge about how personnel in different activities experience the work with childrens who is growing up with addicted parents. What the personal experienced as important facts was structure and flexibility to take care of all children´s special need.Something else they experienced was, during discussions with children it´s important to listen to them and confirm their self-esteem.We have found that there are many well-functioning activities of this kind of children, but there are difficulties to have the parents to take the children to the activities.The personal believe that this is because the parents do not realise their addiction problem enough. The respondents expressed a which to get closer to the school so they can increase cooperation and reach more children in this way, and a lot of these respondents also point out that the community where ever the children are has a obligation to report or notify the social service if there are any children that need care..

There are an increasing number of unaccompanied children coming to Sweden. Sweden is one of the countries in the world that receive many of them. This awoke my interest to investigate the assessment of financial assistance and ?other living expenses? considering unaccompanied children. My approach was a qualitative study including interviewing five social secretaries working in five different districts in Malmö.

This essay is included as a sub-study of a survey about child poverty, which the Department of Sociology at Uppsala University, the Ombudsman for Children and Gillbergska Stiftelsen (the Gillberg?s foundation) has been commissioned by Uppsala Town to implement. The intent of this essay is to investigate how three pre-school managers in the municipal preschool in Uppsala describe child poverty, how they see the preschool?s social responsibility and how they manage child poverty in their practical operation. The essay is a qualitative study and informants' responses has been analyzed and related to symbolic interactionism, the thesis theoretical basis.

A subject that is being discussed often these days is the question about the pupils own responsibility for and influence over his or hers education. Therefore, we wanted to study what taking responsibility for ones education is, according to teachers and pupils. We interviewed pupils between the ages of nine and fifteen, and asked them what taking responsibility for their own education meant to them. We also interviewed their teachers and asked them how they perceived that the pupils own responsibility-taking worked. We used informants from two different schools, a big school in a city and a small school located in the countryside.

In the previous curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the preschool teachers. According to curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the preschool teacher?s educational responsibility.This study is a qualitative study and the purpose was to interview the preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.My result of the study shows that the educational responsibility of the preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool.

The aim of this study was to investigate the knowledge of caries and gingivitis among third to fifth grade school children. A questionnaire was distributed to 117 children of a primary school in the south of Sweden. The result of the study indicate that the children had good knowledge regarding development and prevention of caries and gingivitis. However, the children did not know the meaning of the words caries and gingivitis. The children also appeared to lack important information about dietary measures to achieve good dental health.