In this study, we aim to analyze how the terms Documentation and pedagogical Documentation respectively are portrayed in the curriculum (skolverket 2010) as well as in the curriculum complementary material (skolverket 2012). The analysis is performed by use of critical discourse analysis. We used published research as a theoretical base to analyze the empirical data against. Our aim is to increase the understanding of how the terms Documentation and pedagogical Documentation are used in the various policy documents and what messages these documents relay concerning the aforementioned terms.We aim to give some answers to the following questions:How to interpret the term Documentation in relation to the term pedagogical Documentation.How to interpret the ways the terms are promoted in the policy documents. We conclude that the term Documentation is vastly more open to interpretation than the term pedagogical Documentation. We note that the curriculum exclusively use the term Documentation and stress the importance of using a variety of Documentation forms.

The main objective of this study was to find out what pedagogical Documentation does and to get knowledge of what you may need to consider in order starting a process of change with a focus on pedagogical Documentation. To get answers to my questions, the study is based on pedagogical theories from scientists and interviews with three preschool teachers who have different experience on Documentation. My main questions were: What characterizes a pedagogical Documentation? What tools / materials do I need to do a pedagogical Documentation? What is important to consider when starting the process of change with pedagogical Documentation? The result shows that pedagogical Documentation is an approach that is based on that one is curious, interested, observant, listens, talking and researching with children and colleagues. You give the kids great participation which you can then pick up the children's learning processes and reveals that the business and the children develop according to curriculum objectives.

AbstractThe aim of this study is to retrieve knowledge about how teachers in the preschool talk about children?s participation and influence in the work of pedagogical Documentation, and what they think about children?s integrity associated whit it. I have used qualitative interview as method, and I have interviewed five teachers from four different preschools. The result from my study shows that the teachers don?t see so much of children?s participations and influence in the work of pedagogical Documentation.

This essay aims to report on the process of our Documentation of art objects in the care of Smålands nation in Uppsala as a part of our education in museology and cultural heritage studies. The nation has a long history and our Documentation shows many valuable objects reflecting this. The care of these objects is substandard and in great need of change. Our work process has involved photography and research about each object, the information has then been registered in our catalogue. The Documentation has, besides the catalogue, generated a plan for future management and storage of the collection.

Background: Pedagogical Documentation is currently used as a natural part of the educational activities under the revised curriculum for preschool.Aim: The purpose of this study is to see how preschool teachers perceive and define educational Documentation in preschool. The aim is also to see what opportunities and obstacles that may arise over the pedagogical Documentation.Method: The study was conducted along a qualitative approach with questionnaires in order to reach more preschool teachers and thus obtain a broader picture of the subject content. From a phenomenological approach I have taken account of the preschool teachers' experience and perception of educational Documentation and designed it to my own interpretation.Results: The results show that pedagogical Documentation is an important tool in preschool teachers work not only found to contain a product, but seems more like a collection of a lot of products to be brought together into a whole..

AbstractThe aim of this study was to examine to what extent Documentation of pain assessment with Visual Analogue Scale (VAS) on patients with pain problems was carried out. The study also explored how the Documentation followed the existing guidelines of pain. The material was analyzed with descriptive statistics and a qualitative content analysis. The results shows that 43,24 % of total 37 analyzed patient records contained Documentation of pain with VAS on the day of hospitalization. All studied journals contained Documentation of pain.

Background Swedish nurses are required by law to document nursing care. Studies have proved scarce in nursing Documentation with regard to written language, the nursing process and the nurse´s caring perspective. Educating nurses in using the VIPS model have improved nursing Documentation. Few studies have included nursing Documentation of psychiatric care.Aim The aim of this study was to describe nursing Documentation within psychiatric care of inpatient settings.Method A quantitative, retrospective descriptive research design was applied. A total of 60 nursing journals from a psychiatric department of six wards were studied.

Background Swedish nurses are required by law to document nursing care. Studies have proved scarce in nursing Documentation with regard to written language, the nursing process and the nurse´s caring perspective. Educating nurses in using the VIPS model have improved nursing Documentation. Few studies have included nursing Documentation of psychiatric care.Aim The aim of this study was to describe nursing Documentation within psychiatric care of inpatient settings.Method A quantitative, retrospective descriptive research design was applied. A total of 60 nursing journals from a psychiatric department of six wards were studied.

In July 2010 the curriculum Lpfö 98 was readjusted and was enhanced with new chapter, and the purpose of this essay is to study how preschool teachers discuss and describe how their conduction to the new chapter 2.6 of the readjust Curriculum Lpfö 98. I want to understand how they experience their work with the Documentation.My question formulations are:How do three pre-school teachers reason around what they document in the pre-school?Which practical conditions do the pree-school teachers claiming to have on the pre-school to perform the Documentation?How do they describe that they use the Documentation to advance the tutoring in the preschool?In order to find out more, I interviewed three pre-school teachers, and analyzed the results I got based on prior research on Documentation, and quality in preschool. My results show that the main focuses for Documentations are how the children interact with each other, how they react and behave with new materials or activities. My informers emphasize that the main purpose of Documentation are to be able to show the children their own process of learning.The practical conditions differ among my informers, which can lead to consequences when they want to make Documentation and/or use the Documentation for its purpose.  My results also indicates that the Documentations are used to plan the pedagogical activities in regard to the children?s interests and according to the curriculum Lpfö98 rev.2010.

The education sector can be seen as a cornerstone of today's society, an organization that is under constant change and evolve as society. The compulsory school system is of significant role in society that places high demands on its management. The following study investigates the requirements for Documentation in primary school organization and operations, and how these requirements are perceived and affect the school's organization and activities of the study carried out at different levels of the organization so as to get an overall picture of its impact. In order to analyze and create understanding of the results, the study applies the theory of New Public Management and various reforms that can be linked to the increased Documentation requirements and its influence in the public administration. Study results show that there is a mixed picture of the Documentation impact on the school system. Shown are both positive and negative effects of the Documentation requirements.

In July 2010 the curriculum Lpfö 98 was readjusted and was enhanced with new chapter, and the purpose of this essay is to study how preschool teachers discuss and describe how their conduction to the new chapter 2.6 of the readjust Curriculum Lpfö 98. I want to understand how they experience their work with the Documentation.My question formulations are:How do three pre-school teachers reason around what they document in the pre-school?Which practical conditions do the pree-school teachers claiming to have on the pre-school to perform the Documentation?How do they describe that they use the Documentation to advance the tutoring in the preschool?In order to find out more, I interviewed three pre-school teachers, and analyzed the results I got based on prior research on Documentation, and quality in preschool. My results show that the main focuses for Documentations are how the children interact with each other, how they react and behave with new materials or activities. My informers emphasize that the main purpose of Documentation are to be able to show the children their own process of learning.The practical conditions differ among my informers, which can lead to consequences when they want to make Documentation and/or use the Documentation for its purpose.  My results also indicates that the Documentations are used to plan the pedagogical activities in regard to the children?s interests and according to the curriculum Lpfö98 rev.2010.

In July 2010 the curriculum Lpfö 98 was readjusted and was enhanced with new chapter, and the purpose of this essay is to study how preschool teachers discuss and describe how their conduction to the new chapter 2.6 of the readjust Curriculum Lpfö 98. I want to understand how they experience their work with the Documentation.My question formulations are:How do three pre-school teachers reason around what they document in the pre-school?Which practical conditions do the pree-school teachers claiming to have on the pre-school to perform the Documentation?How do they describe that they use the Documentation to advance the tutoring in the preschool?In order to find out more, I interviewed three pre-school teachers, and analyzed the results I got based on prior research on Documentation, and quality in preschool. My results show that the main focuses for Documentations are how the children interact with each other, how they react and behave with new materials or activities. My informers emphasize that the main purpose of Documentation are to be able to show the children their own process of learning.The practical conditions differ among my informers, which can lead to consequences when they want to make Documentation and/or use the Documentation for its purpose.  My results also indicates that the Documentations are used to plan the pedagogical activities in regard to the children?s interests and according to the curriculum Lpfö98 rev.2010.

In the Swedish Curriculum (Lpfö 1998, revised 2010) pedagogogical Documentation constitute a big part. It is important that the childrens development and learning are documentated properly, both for the child itself, but also as an quality review and evaluation of the work that is made at the Preschool.In this study we have examined preschool teacher?s attitudes towards pedagogical Documentation and how they work with it and use it in the daily work at the Preschool.We have also examined their own abilities to implement pedagogical Documentation. For whom is the Documentation made for? We also wanted to see if the children had any opportunity to influence the work.We have used a qualitative method and our study is based on six semi-structured interviews with six preschool teachers.

In this study we have examined how teachers work with the Documentation of formative assessment with focus on how to design the right technological support to make it more simple and more efficient. We have studied how teachers? work with Documentation in practise based on the guidelines for formative assessment presented at the National Agency of Education. We performed observations and interviews in primary schools with teachers in different subjects in Ska?ne and Norrland.

The purpose of this study has been to analyze how managers within the elderly care who operate according to the Social Services Act work to support the assistant nurses with the social Documentation. In order to achieve my purpose and to be able to answer the research questions, a qualitative approach was selected. My empirical material consists of seven interviews, four with assistant nurses and three with managers. Anthony Giddens? structuration theory in Månsson, (2003 s. 422) has been my theoretical starting-point and the concepts of practical and discursive consciousness have been used in the analysis.