A school is a social area in which children and adults meet each other. The school is were friendship, love and also enmity arise. The process to establish, maintain, split up and end relationships is constantly continuously. A Childs way of creating relationships is complex. Bullying and similar offending treatment occur and has always been a huge problem in school.

I carried out six interviews in a "resource-school". The pupils were between ten and fifteen years old and they were all boys with a conduct disorder. The purpose of my study was to find out how the pupils experience school and with that starting point I wanted to contribute to the understanding and the importance of the "resource-school" for the pupils' development. My main questions have been to investigate what the pupils recall from their earlier schools, what they consider to be the difference between their current school and earlier schools, why do they attend this school, do they see it like a punishment or a possibility and how do they see their future.One conclusion I got to in my study was the pupils' relation to the staff. Here they found reliable grown ups with whom they created a positive relation to, which gave them better possiblities to develop and grow stronger.

The purpose of this essay is to find out how two schools work with newly arrived children and to see how they differ. There is a lack of national directives for those who work with newly arrived children and teenagers; this makes the introduction very different between schools.The study is qualitative, based on interviews with four teachers in two different compulsory schools. One school is situated in a suburb of Stockholm and the other one is situated in a minor community in Dalarna. One schools got a preparatory class for newly immigrated pupils and the other school doesn?t.The theoretical frame that I have chosen to analyse these interviews are literature and research on Bilingualism, Children with PTSD, Intercultural Pedagogy and Special PedagogyMy results also show that these schools work very differently, and that there is very little co-operation within the school and with the units around the school, regarding these children.

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..

In my essay the dilemmas originate from what I have experienced. I have observed myself and some of my colleagues, how we meet children who are lacking the qualifications which school and most pedagogues expect them to have. Focus, in my written experiences, is on children who live in poverty, but how we meet and act toward them is often quite the same independent of what qualifications they are lacking. With the support from literature and theories I reflect and analyse the dilemmas. Through essaywriting I investigate my practical knowledge and I examine how we as pedagogues handle the complex situations encounter when in school and how it is possible to understand why we act the way we do.I think that the knowledge which essaywriting gives me will strengthen me as a person and in my work as a teacher for after-school-center.

The aim of the study is to show how children and adults are described in three picture books, examining how children and adults are portrayed in text-and-picture narrative and how this has changed over time. We have analysed how the characters in the books are presented and how the representation of children and adults has changed in our own times.The material for the study consists of three picture books from different periods, with the focus on how children and adults are described as the common point of departure. The analysed picture books are: Tomtebobarnen (Beskow 1919), Aja baja, Alfons Åberg! (Bergström 1972) and Snäll (Dahle 2008).We have arrived at the conclusion that a text-and-picture narrative is in very large measure a reflection of the outlook on children, childhood and child rearing at the time when the book was published. The result shows that the greatest change that has happened is that parents? and adults? dominance in the books has declined over the years, and that children have been given a more prominent role.

Obesity is one of the biggest threats to child- and adolescent health. The amount of obese children is today increasing more in Sweden than in the US. This may in a couple of years have bad consequences for the Swedish children?s quality of life. When a child suffers from obesity it is a big stress on the body and can lead to serious consequences in adulthood.

The aim of this master thesis is to investigate how parents? in multilingual families perceive language learning and reading for young children, and how their practice of this can be understood in relation to their language situation and cultural background.This study focuses on the interaction between parents? and young children in the light of the literacy practice. Important concepts such as early childhood literacy and family literacy have been used to study language, culture and literacy practice as phenomena that interact. The theoretical framework is a sociocultural perspective. Through qualitative interviews with seven parents?, it was found that multilingual families have a strong ambition for their children to learn all the languages spoken in the family.

The purpose of this study is to examine some after-school teachers? perceptions about the outdoor stay at the after-school care centre in the schoolyard and in the leisure- environment.Five semi-structured interviews were conducted with the after-school teachers at five after-school care centres in the Stockholm area.In the theoretical part presents the leisure- governance and ongoing research on outdoor learning, research on the school playground and kindergarten local environment affects children in their development and learning, and after-school teachers? professional identity.The theoretical foundation is based on the phenomenographic approach.The questions are:? What is outdoor education according to the after-school teachers?? According to after-school teachers, what educational opportunities are provided by the schoolyard and the local environment?? How do the after-school teachers use the schoolyard and local environment?The result shows that outdoor education can be a knowledge invigorating complement to the indoor teaching and a way for the after-school centre to supplement the compulsory schoolday. The play outdoors can help to increase children's social development, creativity and imagination. The after-school teachers used the schoolyard and local environment for various purposes which may be due to different circumstances, knowledge and experience to carry out educational activities outdoors. But it may also depend on whether the after-school teacher focuses on the regular school day or in the afternoon at the after-school care centre..

Because of my interest and experience within the field of children and teenagers with an antisocial behaviour and who are acting out I wanted to devote my essay to researching these children through the perspective of the teachers. In this essay I, therefore, interviewed 4 teachers with 4-16 years of experience within this occupation. The method I've chosen can be described as qualitative interview with semi-structured questions to enable the teachers to thoroughly describe their answers without diverting from the original question. The questions that form this essay are: What strategies do the teachers possess to enable stability, a safe work environment and enabling knowledge-sharing for the children that are acting out? What kind of tools do the teachers use when they work with children who are acting out? The results were analysed through the theory of socialization, which simplified can be compared with upbringing.

This master thesis is based on the sociocultural perspective. A qualitative research study was conducted to investigate children's attitudes towards reading, texts and libraries.The theoretical background is constituted by ideas from the new sociology of childhood, literacy-studies and reader-response theory.The study was conducted with 23 children, 13 girls and 10 boys, participating in focus groups.The results of the study reveal that children's literacy-activities in school are strongly influenced and limited by adults. Children's interest in pictures and non-fiction-reading do not correspond to the school institution that favors traditional media and fiction. The study also reveals a gender division between children's literacy-activities that tends to grow with age. All the children in the study regard libraries as book-houses and wished for libraries that combine activity and serenity.The thesis shows the importance of being aware of, and engage in, children's reading-interests and reading-practices if the reading stimulating activities in schools and libraries are to be successful.

On children born with a complete cleft lip and palate (CLP) the repair of the alveolar ridge doesn´t take place before the children are about ten years old. This results in that they have a residual cleft in the alveolar ridge during their early childhood. This residual cleft, and the oronasal fistulas that may appear after the repair of the hard palate, can result in a negative influence on the speech of the children. Thereby it may be necessary with cover for examplewith a palatal plate or an obturator. At the Department of Orthodontics, at Linköping University Hospital, Sweden, some of the children with CLP undergo treatment with sustained palatal fistula obturation in order to cover fistulas or residual clefts.

The aim of this work is to investigate what after-school teachers from various schools and after-schools feel about the importance of physical activity. But also how they work to stimulate and support children/pupils physical activity development in the after-school center.The work also highlights health from a physical perspective. The study provides a historic look of the conditions for the after-schools. Through qualitative interviews I want to find out how the after-school pedagogue thinks of physical activities importance for the health and development of the children. How they work with their new assignment Lgr11 to be a supplement to school.

Free play is a term that often common in educational activities. The definition of the term is difficult, but it is about the children themselves decides the scope, content and process in their play. On an after-school, this may mean that it is the children are given the opportunity to freely choose their own activity in the leisure constraints. Free play can be an alternative to other, more controlled activities where adults control framework. The purpose of this study is to investigate the variations in how some children perceive and experience the phenomenon of free play in the after-school and how the children perceive the teacher´s role in the free game.

The aim of this studyhas been to capture preschool children's strategies, when they include and exclude each other in play. My aim was also to find out how children choose to integrate into an already existing game. My questions were: What strategies are used by the children at the preschool when they want to exclude or include each other? How to integrate the children when they want to be involved in an ongoing game and how they will be received during the time of play? My theoretical starting points are from Vygotsky's theory of proximal development zone, and Michel Foucault's perspective on power, and also research on the subject.The empirical study was conducted using the observations at two preschools. The children I observed were between four to five years old.The results show that children used different strategies, and when the strategy did not work so the child could switch to another.