AbstractIn 1998 the Swedish legislation was sharpened, and active Educationalists were legally bound to report any suspicion of child maltreatment. Nevertheless, there are a number of unrecorded cases of maltreated children, and research reveals that less than half of these children are reported to social services (Olsson, 2001). The purpose of the present study was to illustrate the problems with the mandatory reports in schools, as well as to study how Educationalists proceed when they suspect that a child is maltreated. The method consisted of semi-structured interviews with five Educationalists. The results revealed complex problems regarding Educationalists mandatory reports.

The aim of this study is to examine Educationalists experiences of play as an educational toolin the work to promote the social development in children with autism.The relevant issue, for this study, is: In what way does an educationalist work with play withchildren with autism? What are the results of using play in the educational work? What arethe possibilities and what are the obstacles in using play in educational work?This study has been carried out as a study of literature in the field and qualitative interviewswith five Educationalists that are working in a mid Swedish county.The result of the study shows that Educationalists have a positive view of using play in theirwork and are using play in varying ways in their everyday work. Using play as a method intheir work always happens according to the ability and condition of the child. They (theEducationalists) think that play has great opportunity and advance as a method and gives thechildren joy, increase their sense of ability, the base for the social participation in play, andthe development of social skills.There is a certain hesitation among Educationalists when it comes to using play as a methodfor children with autism , but the most of the Educationalists consider play as promoting thesocial development although the development always will happen at the pace(rate)of thechild..

This research is about the experience Educationalists have of children encountering mathematics in a preschool. What is the impact of introducing mathematics in preschool? How do Educationalists work with mathematics and how do they experience the children?s interest in mathematics?  The aim of this degree project is to examine how Educationalists experience children´s interest in mathematics when they encounter mathematics at an early age. The degree project is limited to Educationalists and children within a preschool located north of Stockholm.This research seeks answers to the following questions at issue. Does an early encounter with mathematics in preschool lead to increased interest in mathematics among children?  How can Educationalists in preschool work in a appropriate way with mathematics to stimulate children to develop within mathematics and to increase their interest? How does Educationalists in preschool experience children´s interest in mathematics?Theories by Piaget, Vygotskij and Dewey were used as well as former research in this subject.To answer the aim and the questions at issue in this research, three interviews was conducted with Educationalists at the preschool and recorded with a Dictaphone.

Aim & Questions at issueThe aim of our study is to study how special teachers/special Educationalists in schools of Stockholm look at the phenomenon ADHD/DAMP. We have looked into their view on the diagnose, compared to the two different kinds of research visions about the diagnosis who are known in Sweden today. How do the special teacher/special educationalist work with the diagnosed children?This is our questions at issue:? Is there any optimal learning situation for children with ADHD/DAMP?? Is there something that distinguish all children with ADHD/DAMP?? What is positive and negative about giving the diagnose ADHD/DAMP to children?? Is there any external factors that influence that there is so many more children today who has been given a diagnose?? How does special teachers/special Educationalists look on amfetamin-treatment?MethodWe have done qualitative interviews with special teachers/special Educationalists in the city area of Stockholm. These have been worked up one by one and then been compared and evaluated together.ResultAll special teachers/special Educationalists mentioned that when you educate children with ADHD/DAMP, a structured life underlies the possibility for the children to provide knowledge.

 Purpose: The purpose with this study is to investigate how preschool teachers understand the concept the competent child and in what ways this understanding affects their role in children?s learning. Question at issue: What perspective on children do the contributing Educationalists have? How do they define a competent child? Do such children exist and if so, are they always competent in all situations? What is the Educationalists perspective on learning and knowledge? What is the preschool teacher?s view of their role as Educationalists? What do they consider as their most important tasks?Method: To execute this study I have made a qualitative research based on interviews with eight teachers from four different preschools.Main theories: I have built the theoretical part of this study based on four different perspectives on the concept the competent child according to the philosophies of Dion Summer, Jesper Juul and Reggio Emalia. I also describe different theories about learning, knowledge and Educationalists as well as the preschools role in the development of child according to different well-known scientists and researchers.Summarized conclusion: The study shows that the interviewed preschool teachers chose to interpret the concept the competent child in three ways.

AbstractThe purpose of this study is to find out how Educationalists who are currently working in school-environments feel about antibullyingprograms. Do they think that the programs are working and do they feel that the measures that they use work as planned? The reason why I choose to investigate this topic is that it will always be at topic interesting to study. Bullying will unfortunately always exist in some way. The whole survey is made in a small/medium seized municipality in Sweden with about 12 000 inhabitants.

Barns inflytande i förskolan - Children?s influence at the preschool This essay concentrates around teachers work with children´s influence at the preschool and how that affects the days there for the children and the teachers. The purpose of the essay is to present how four Educationalists placed at two different preschools work with childrens influence at the preschool and their point of wiev of the matter. With that I also wanted to expose how the Educationalists work with childrens rights at the preschool and to that I added how democracy is used at the preschool. The investigation´s starting point was the questions: What does childrens influence at the preschool mean for the Educationalists? How do the Educationalists think regarding childrens rights? When can the children be included in dessisionmaking at the preschool? When is it not possible for the children to be included in the dessisionmaking? The four Educationalists were intervjued seperately to get the most honest answers.

It is common today that many children in Sweden  grow up in families that speak two or several languages. Language and identity building is connected to each other. So is also Languages and learning (Becknert m. fl. 2008:13).

The purpose with this essay is to illustrate what divides and unites three Educationalists approach on ?children in need of special support? within the first years of school. Three Educationalists with significant positions within the school system have been chosen for interviews. On basis of the results of the interviews three themes has been selected and divided into the conceptions; ?children in need of special support?, ?resource? and ?a school for everyone?.

Thanks to preschool Bamse and the entire literature I have related to in my degree work I have both got an explanation for my question at issue, and a clearer insight for my main question "The treating of bilingual children after acclimatization". I have within the investigation chosen to study on the basis of the Educationalists perspective on bilingual way of working. My question at issue on this investigation has been to see how a regular day of language development looks and how the group of children developed the Swedish language.The purpose with my degree work was to be able to get an insight in the Educationalists way of working and methods and also to see how the Educationalists treats bilingually individuals after the acclimatization. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews.Down here I will sum up the investigation in poles and describe the aspect the informants have pointed out under the interviews.Bilingually children?s develop the Swedish language with the Educationalists by:Converse and communicate with the childName word and objectsUsing the body language at conversationsBuilding security in the group of childrenIntegrate the playing to a language development in the regular dayConfirm the child?s meaning at different connectionsCreate a god relation with the individualTake part of the mother tongue in the program to name single wordsGiving the individual the opportunity to express their thoughts freelyPlace the child at the center of attention among the group of childrenTake part of the parents experience with the mother tongueGiving space to create own imagination with the playing for the individualHave the language as an approachEven the theories mediate that the Educationalists shall promote the work with bilingual children so that they control the purpose and see the meaning of activity.

This work investigates how Educationalists on a multi-cultural school work with language development of bilingually children. The children in both investigated classes have a different mother tongue which means that they have Swedish as a second language, they are bilingually. It?s relevant for me to know if there is any consideration taken for these bilingually children. If yes, then in what way? The method which is used is a two weeks observation of two classes in the third grade, complemented with semi- structured interviews with the two class teachers.

This report describes a study of how Educationalists, from one preschool group, approach to and respond to children ?s creative activity in preschool. To answer the survey ?s purpose I used four research questions, which is the following:-What function do the Educationalists give the creative activity in the working?-How do they see the importance of thecreative activity for thechild and its development?-How doEducationalists considerthat theyrespond to the child's creative activity?-Is thereany norms surrounding creative activity in preschool?The theoretical base of the study is rooted in the sociocultural perspective, where creative activity and visual arts can be seen as mediating cultural tools. The method is a qualitative interview of five preschoolEducationalists.

The purpose of this study is to examine how Educationalists work with bilingual children's language by looking at how and what approaches are used to encourage language development. I have chosen to compare two educational philosophies: Montessori and Outdoor Education, to see how big the differences / similarities are in working methods. The background to this study is that preschools uses various approaches and have different methods to stimulate the children. This means that the conditions for children's language development might look different depending on the preschool they go to. The information used has been gathered through interviews, where I have taken note of Educationalists thoughts on their working methods, and through professional literature dealing with this topic.

The purpose of this study is to learn about Educationalists´ apprehensions and their experiences of working with action programmes within the compulsory school's earlier years. Two issues have been composed in order to meet this purpose. They are also the foundation of the interview questions, which are enclosed at the end of the essay.The purpose with the issues is to look into Educationalists´ work with action programmes. Another purpose is to find out how they consider an action programme should be formulated in order to function as a support for students in need of special aid.From the study the result shows that the apprehensions of working with action programmes are separating from one teacher to another. The informants of the study indicate the importance differs inviting both pupils and parents to participate in the entire process.

AbstractMy purpose with this study is to find out if it helps children who have diffuculties with their concentration if they get to practise their motor behaviour knowledge during their day at the school to promote their learning capacity. My purpose is also to find out how schools works with motor behaviour training. To get answers to my questions have I done interviews with four Educationalists and I have also used books and internet sites. Motor behaviour is of importance to how children learn things in the school, without a well working motor children gets difficulties to sit still and to concentrate. The children may put their energy at the wrong things in the classroom, when the energy instead should be need to learning things.