This report is a qualitative study on children aged three to five years who are in the Swedish preschool. The purpose of the study is to investigate how five experienced preschool teachers view the way children between three and five years acquire basic mathematical concepts, basic numeracy and geometry. The aim is also to find out whether teachers feel that the size of the group of children affects their learning.The study contains information about what preschool teachers think about the way children learn mathematics and how the size of the group of children affects this learning. From the results it can be seen that children learn Mathematics, both in everyday situations and when playing. Moreover, the group size does not seem to affect the mathematical learning of the child.

My essay begins with two stories showing two different perspectives when looking at learning in preschool. These two different learning styles I have chosen to call, the measurable and the difficult to measure learning. As a pedagogue I am involved in both events. In these events I describe how different we pedagogues interpret our governing documents on children's learning. By describing how the educational activities are designed differently in the two events, I try to highlight the pedagogues views on learning in preschool.

The purpose of the research is to find out how the teacher of the pre-school looks at the value of the nature Pre-school. To get an understanding of what the nature pre-school enviorment can bring, we are talking about learning, knowledge, and experience combined with the everyday lessons learned from the natural world. The research is a stepping stone on the pre-school teacher?s thoughts and reflections of what a nature pre-school is. This is grounded in a view of how having options for alternative schools lead to wider research, and all conclusions where formed after multiple interviews and analysis.The results showed that the teachers involved are very positive to the nature pre-school environment and learning process.

The purpose of this thesis is to study five pedagogue?s view of the free play and their view of the importance of the free play for children´s learning and development. I have chosen to use a qualitative research method in the form of interviews with five pedagogue´s from a preschool. The main research questions asked were:What have the pedagogues of view on the free play? How important believe the pedagogue that the free play is for children?s learning and development? What has emerged in the study is that educators have a positive view of the free play. They believed that the free play is important for children´s skills.

My intention with this paper was to investigate how the teachers in pre-school thinks about the physical environment in pre-school. Both the significance for the pedagogical activity and the children?s involvement in the design. I have done five interviews with pre-school teachers. The result shows that the pre-school teachers consider that the size of the premises and the availability to the material is important factors for children?s development and learning.

The theme of this essay is literacy training in pre-school. The theme takes it starting point in a project, where my colleagues and I noticed our children playing with writing and symbols. It leads to an exciting, reflecting and developing project, a project that will go on for six months together with twenty children in the age of five and six.The essay describes how I and the rest of the staff work with the project, and also how we try to find challenges that are meaningful for our children. When we worked with the project I ended up in a dilemma how I as a teacher was to retain the children?s joy and curiosity for writing without making it boring.

The aim of this study is through a teacher perspective illustrate and analyze how preschool teachers apprehend children´s learning in relation to the preschool yard.The main research questions asked were:How do preschool teachers apprehend the preschool yard in reference to it as a place?In what way do preschool teachers use the preschool yard in their work with the children?How do preschool teachers view the preschool yard and the significance it has on children´s learning?The research is based on data collected through interviews and observations at four different preschools in the same municipality. The research views place and people as social constructions, a theory of knowledge that is based on the view that the world, places and people are constructed in relation to each other. This perspective as well as previous research is used for analyzing the data collected through a qualitive study based on interviews. The data analyzed show that the preschool teachers involved in this research apprehend the preschool yard as a central part in the learning of young children.

The theme of this essay is literacy training in pre-school. The theme takes it starting point in a project, where my colleagues and I noticed our children playing with writing and symbols. It leads to an exciting, reflecting and developing project, a project that will go on for six months together with twenty children in the age of five and six.The essay describes how I and the rest of the staff work with the project, and also how we try to find challenges that are meaningful for our children. When we worked with the project I ended up in a dilemma how I as a teacher was to retain the children?s joy and curiosity for writing without making it boring.

The degree project aims to gain a deeper understanding of how pedagogues are working with pedagogical documentation, as well as the significance of reflection in the educational work with children.The survey was implemented on two Reggio Emilia-inspired preschools and is based on a qualitative study using semi-structured interviews with open questions, where six pedagogues shared how they view the pedagogical documentation.The study is seen from an epistemological perspective. The results show that pedagogues place great emphasis on reflection as a tool for a visibility of children´s learning and development. Pedagogues respond to children´s questions with a question at issue to challenge the children to develop their own hypotheses for problem solving.Keywords, pedagogical documentation, reflection, learning process..

The aim of this study is to investigate a number of class teachers' thoughts on the use of information and communications technology (ICT) in early literacy learning. The study has been conducted as a qualitative study, interviewing five teachers with the help of an interview guide. Three central questions were posed.What perception do the teachers have about the use of ICT in their tuition?What perception do the teachers have about the pupils' literacy learning in teaching with ICT tools?What perception do the teachets have about teaching and learning by means of ICT when it comes to pupils with reading and writing difficulties/dyslexia?The overall theoretical basis of the study is Vygotskij's sociocultural theory.In conclusion, the result of the study is as follows.Most class teachers feel that the training they have undergone in ICT education was adequate, but they also call for skill development.Most teachers believe that the use of ICT tools provide opportunities to adapt their teaching to pupils' knowledge level. The teachers' opinion is that ICT in teaching is useful for pupils' progress in early literacy learning.Most teachers also believe that ICT tools in teaching can be of some help for pupils with reading and writing difficulties/dyslexia.One obstacle in helping these pupils is lack of time.Therefore, the majority of the teachers hand these pupils over to special education outside the classroom..

For many years, I have tried to understand why students end up in difficulties in mathematics. As a future teacher, it is extremely important to have knowledge of the various factors that leads to difficulties in mathematics. As a teacher it is obvious to meet the students who find mathematics a difficult subject, and, therefore it is necessary to have a broader knowledge of how to respond and support these students. According to Ahlberg, number of students with mathematics difficulties is increasing every year, therefore, it is important to help students and organize a supporting school environment that promotes and encourages learning (Ahlberg 2001, p. 104-105).

To read and understand are essential competences for everyone in our society; at the same time reading comprehension among Swedish pupils is on the decline. The Swedish school must therefore try to improve their instructions to increase the students' reading comprehension. The aim of the study was to describe how three reading comprehension strategies, if possible, could improve the reading comprehension for the students, including children with learning disabilities, when reading texts of natural science in a third-grade class. The three strategies that were introduced were: to activate prior knowledge, to structure information and to record contents. The questions of the study were: How are the three strategies introduced in the classroom? Can the children with learning disabilities see any benefits for their reading comprehension when working with the strategies? How do the children with learning disabilities experience working with the strategies? Can the teacher see any benefits when working with the strategies? Is it possible to see any differences among the students' results, before and after completed intervention? Method: The results have been collected through observations and qualitative interviews, which make this a qualitative study.

Abstract This examination work is about the role of physical activity for students with concentration difficulties. The purpose of this work is to describe educators experiences of how students with concentration difficulties are affected by physical and motor activity during school-time in primary school. In the work I assume from my questions that are: How do educators experience students with concentrations difficulties? Do educators think physical and motor training during school-time matter for the students learning processes? How? Do students with concentration difficulties have other possibilities than other students regarding physical and motor activity during school-time? I am using a qualitative interview method for answering my questions. The interviews are conducted in collaboration with three educators in a medium-sized Swedish F-6 school.

The purpose of the study is to find out how teachers relate to music and rhythm in preschool and its importance for children's development and learning. We want to see how three pre-school teachers describe the importance of music in preschool in a group interview and individual interview. The teachers think that the most important thing with music and rhythmic is the joy that it provides, both for the children and for the adults. Music can be used both as a form of learning something else, or as a learning experience in itself..

The aim of this paper was to contribute to knowledge about how preschool-teachers work with the development of children?s spoken language in preschool.The study was conducted through interviews with four preschool-teachers working at the same preschool with one to five year old children. Through the interviews I came to learn about the preschool teachers experience concerning their work with development of children?s spoken language.The results show that the preschool teachers used pedagogical tools like songs, movements, rimes, jungles and stories in their work to develop the children?s spoken language. They said that conflicts and exclusion among children in a group could be a result of differences in language skills.