The purpose of this examination was to make a qualitative study focusing on children's influence from a gender perspective. The study is based on interviews. We wanted to investigate teachers' perception of children's influence in the preschool.Earlier research on children´s influence and gender has also helped us in the conclusion of this examination.The survey consists of ten interviews with teachers of varied work experience in the preschool. We also chose to interview teachers in other positions, since this is often the case in preschools today. From the result we can see that there are different levels of skill and awareness regarding the topic of children's influence from a gender perspective.

AbstractIn this work, I have chosen to write about children in grief. Since children in grief is a large area, I have chosen to focus on how preschool handles and works with children who has loosed a parent, siblings or a play-mate by death. The aim of this work is to contribute knowledge about how you in preschool can handle and work with children in grief. To get answers to my questions, I have studied the current literature in the field. I have also interviewed five people with experience and knowledge of work with preschool-children affected by grief.

Different abilities are of importance to pragmatics, there among hearing. Hearing impairment can affect language development and also pragmatic ability. The aim of the present paper was to study the pragmatic ability in terms of request for clarification in children with Hearing Impairment (HI) in conversation with children with no known hearing impairment, henceforth normally hearing (NH). The present study also describes requests for clarification sequentially in detail, and also highlights points where there may be observable differences between children with and without hearing impairment. Eight conversational pairs consisting of one child with HI and one NH child were studied.

The purpose of this thesis is to investigate whether the reading promotion project called ?A book?s all sides?, together with the activities of the book-event, can stimulate young people?s reading. The research questions are: How do the project leaders plan and organize activities for the book-event? How do the young people respond to the activities at the book-event? Do the young people get interested in the book which is presented at the book-event? Which connections between Vygotskij?s theory and the activities can be found in the book-event? The theoretical approach is based on Lev Vygotskij?s socio-cultural theory. To answer my research questions I have implemented four qualitative interviews and two interviews with the adult activity leaders and observed a book-event in the classroom.

The main purpose of this study was to investigate in what manner librarians and pedagogues can cooperate in order to help students with reading and writing problems and consequently enhance their information literacy. I aimed to investigate why cooperation between these professions is necessary. Also, I wanted to find out how the general support is on the schools regarding students with reading and writing difficulties, and if the school librarian knows what the special educator can contribute with and vice versa. Lastly, I focused on what knowledge the performers of these professions have about reading and writing difficulties and to what degree their knowledge is based on scientifically proven methods.The two theoretical points of departure are 1) theory of cooperation built upon Louise Limberg?s and Lena Folkesson?s three categories of cooperation 2) and Aidan Chambers?s reading promoting model named the circle of reading.

This study intends to examine why the Swedish children?s programme Bolibompa is produced the way it is during a larger catastrophe. Our intention was to find out how the editorial staff, in the children?s department in the public service television of Sweden (SVT),was handling the Estonia disaster, the September 11 attacks and the Asian Tsunami. To accomplish that, we first had to find out how the children?s programme looked during these catastrophes and also understand how the editorial staff was working with children?s programme during ordinary days.To achieve our purpose we have been interviewing five persons from SVT, who was involved in producing the children?s programme during these three catastrophes.

This essay deals with the issue of children and stress, and the impact that stress can have on children. The purpose has been to explore how I, in my role as teacher, can prevent children from developing stress in preschool, and how I can prevent stress to develop inside of my own department. My essay is structured as follows: First, I describe my practical work with children. Then I analyze some research literature on stress, and finally I reflect over what I have described earlier and try to connect the practical with the theoretical.In the practical part of this essay I describe the various events that I have observed during my work in preschool, where I have seen how stress can affect both children and teachers. Then I describe how the increasing size of children?s groups can create stress because of the noisy environment of the department.

This study was designed to describe and understand how children perceive and explain mathematical situations. During our work based training we have met several students who have been insecure in the subject of mathematics and therefore come to think that it's difficult and boring. The questions we have asked ourselves are why and how this insecurity occurs. In preschools around the country teachers actively worked to create opportunities for children to meet and discover mathematics. The question is whether the teachers are aware of how children perceive mathematics and how children think in mathematical situations. We chose to conduct a qualitative study using different methods of data collecting in order to approach the children's world.

In this experience-based essay, I give examples of events that take place during a typical day at preschool. By highlighting these everyday events, I discuss around the parental role and its importance for children and child development. I apply a historical review when it comes to views on children and child rearing, and reflect on different approaches that we have towards the children. In the discussion, I reflect on the Childs need for boundaries, and thereby try to understand why we act differently in this respect. To gain more knowledge and understanding of the events I have taken help from theories in literature and from my own practical knowledge.

The research in this thesis attempts to understand what happens when children (3-6 years of age) interact with each other in the context of free play in two pre-school settings when adults are not involved. The aim of the study was to get a closer look at how children create relationships and how they protect and defend their interactional spaces. Data was gathered through ethnographically inspired methodology, using video observation to capture the everyday interactions of the children. Results were analyzed using a phenomenological approach to peer cultures. Previous research suggests that it is very important for children to maintain their interactions with peers and gaining access to play.

The purpose of this study was to find out what kind of fiction 120 borrowers at Sundbyberg'stown library borrow and how they obtain information about the existence of the books theywant to borrow.I have carried out an inquiry among those visiting the fiction area of the library and alsointerviewed three librarians. To be able to compare my results with other more extensivesurveys, I have studied some literature about, e.g. reading and library habits. Furthermore, Ihave read articles about fiction at libraries and culture politics. I came to the conclusion thatcrime novels are the most popular kind of fiction whereas science fiction and fantasy fictionare the least popular ones.

This essay investigates and compares the readability in two different schoolbooks: Eko Historia (the primary school grade 4-6) and Epos Historia (the upper secondary school). The questions of the survey are:- Which differences in linguistic and layout can be found between books meant for the primary school and books meant for the upper secondary school?- Are the texts easy to read according to the former research in readability?In order to answer the questions structural dimensions as lexicon, syntax, bounds between sentences and narrative voices have been studied. Also the texts disposition and typography have been examined.The results demonstrate that the book designed for the primary school has a verbal structure with an explicit vocabulary, lots of verbs and short sentences. A clear narrative voice gives an impression of spoken language.

The purpose of this work is to investigate how 4-5 year olds perceptions of materials and material properties can be developed through an educational activity. The study is based on two interviews with eight children in that age category. The interviews were conducted before and after an activity where the children were first introduced to the subject by the tale of The three little pigs (Harris, 2009) and then given the opportunity to explore various materials related to the book. The kids got to experiment and explore how water affected materials and to compare different materials properties. The children were also attracted to build and create the material that was offered during the activity.

The purpose of this study was to analyze the impact of learning on open-field activity among pre-school children varying from 3 to 5 years old. Altogether 25 children, 13 girls and 12 boys, entered the test from three different preschools in Dalarna. Six of these children represented the control group. The children were asked to learn 2 tasks, 1 visual memory task and 1 spatial constructing-kit task. Before, between and after the tasks, the children were allowed to move freely in the open field.

According to reports from the department of education the majority of school children consider school as a place for happiness, security and development. However, one of ten children experience cruelty and abuse on a daily basis and research shows that children are more often violated by their teachers rather than their peers. In year 2006 legislature decided that school children needed to be protected from the harmful abuse and bullying from other children as well as their teachers. Despite the law approximately 50 000 children are the victims of adult abuse in school every year. Meanwhile science also proves that teachers dare not, for different reasons, confront colleagues when witnessing violations of children.