AbstractReading books to children is often an integral part in preschool activities. The purpose of thisstudy is to investigate how Educators think about the educational function of literature inpreschool activities. I have in my study used qualitative interviews with active Educators andobservations to answer my questions about why the Educator reads to the children, how theEducator thinks about the choice of literature and if the literature can contribute to thechildrens development and if so, how. The knowledge- and research background presentsliterature and previous research done on the subject. The results of my study shows that theEducators have many thoughts about the importance of literature in preschool.

Mitt syfte med examensarbetet är att undersöka om en samarbetspartner med speciella ämneskunskaper ger bättre förutsättningar för förskolan att kunna erbjuda förskolebarnen olika ämneskunskaper, än förskolor med förskolepedagoger. Jag valde att titta på ämnet biologi genom att göra observationer i tre olika förskolor samt intervjua två pedagoger på varje förskola. Resultatet är att förskolorna skiljer sig åt i vad de erbjuder barnen inom ämnet biologi, men om det beror på om de har samarbetspartners eller inte gå inte att fastställa av enbart den här undersökningen. Flera faktorer som förskolans miljö, vilka som jobbar på förskolan samt barnens intresse påverkar också. Men undersökningen visar att verksamheten påverkas av att ha samarbetspartners.

This essay follows a Media Teacher in her work as a coordinator and an artistic leader for a European project called Legalopoli concerning laws and ethics in a senior level school for 13-16 year-olds in Mora, Sweden. The students write film stories about how their characters have to make choices in ethical dilemma situations. Then the learners create interactive computer games together through practical film work. At the same time we can see how the Educator also gets into difficult ethical situations, when she is working with the students. This forces her to self-reflection.

The aim of this study is to see if the individual developing plans (i.e. individuella utvecklingsplaner) can be used as a tool for the special needs teacher (i.e. specialpedagog) to develop the school in its challenge to meet the needs of every child.  The study is based on contentanalycis and interviews, in order to understand how one school worked with the students´ individual developing plans.The results showed that the school did not use the plans as a tool to develop the education for each and every child, since the plans didn´t affect the tuition.The headmaster did not include the special needs teacher in the responsibility of developing the school.Even though our results showed that the school didn´t use the individual developing plans as a tool for the special Educator to develop the school, we still found a possibility for developing the individual educational plans in the capacity of the special needs teacher. The study showed a need of dialogue in which teachers can reflect and problematize their actions and their teaching for the purpose of developing new understanding and new actions in the work with the individual educational plans. We believe that the profession of special needs teacher should supervise these dialogues..

The purpose with this essay is to get a deeper insight into why there is a lack of male Educators in Swedish preschools. I also want to know which role the male Educators have in comparison to the female Educators. This essay builds on four questions, which covers:The cause of the lack of males in Swedish preschoolsIf there are any gender bound expectations on male Educators in the Swedish preschoolsWhat the woman Educators perceive about the roles of the male Educators in the Swedish preschoolsHow the male Educator experience his own work in a workplace dominated by womenThe method I have used is a qualitative interview study in which I have interviewed four male Educators and two woman Educators from three different preschools. The result of this study shows that male Educators gave different reasons to why there is a lack of male Educators in Swedish childcare. According to the male Educators the reason for this situation is that there is a worry to be seen as a feminine person, get singled out as a pedophile and that the childcare sector has low status.

 This essay is about how the Educators can use the play as a tool to develop childrens social skills with eachother. The work is based on a qualitative study using a survey, where the Educators can tell how they work within the play. I chose to use five different participants in my essay. All of them work in the same preschool, south of Stockholm.In this essay I have two questions. These two are:What do the Educators tell about the importance of play for children's interaction?How do the Educators tell how they work with the play to develop the children?s social interaction?Previous research shows that play gives the children opportunity to develop socially, emotionally, intellectually and physically.

Genom metoden livsberättelse får vi här ta del av specialpedagogen Evas berättelse. Denna kvinna har arbetat inom skolans värld i 45 år och har en stor livserfarenhet att dela med sig av. Arbetets mål är att ge en bild av en specialpedagogs kompetensutvecklig och arbetsmetoder i skolan under årtionden. Inriktningen på intervjuerna är berättelser om Evas arbete med barn och deras tal, språk och kommunikation. Uppsatsen tar upp språkutvecklingen hos barn samt Evas arbetsmetoder för att kartlägga förskolebarns språkutveckling.

 This essay is about how the Educators can use the play as a tool to develop childrens social skills with eachother. The work is based on a qualitative study using a survey, where the Educators can tell how they work within the play. I chose to use five different participants in my essay. All of them work in the same preschool, south of Stockholm.In this essay I have two questions. These two are:What do the Educators tell about the importance of play for children's interaction?How do the Educators tell how they work with the play to develop the children?s social interaction?Previous research shows that play gives the children opportunity to develop socially, emotionally, intellectually and physically.

This study deals with teachers ideas about the physical environment of a mobile preschool and how it affects children?s learning. The essay describes how the preschool bus is decorated and how a normal day works in the mobile bus. The survey was based on the following questions:Are there disadvantages and advantages in terms of physical environment in the mobile preschool from an Educator based perspective?What are the teacher?s thoughts about the impact on children?s learning in terms of the physical environment on the bus?Summary: To answer my questions I have participated in activities during the day and I have used the interviews to find out the teachers thoughts.

How do special Educators work to include children with special needs in preschool? That was the question that our thesis proceeded from, and the purpose was to get an insight in the methods used by the special Educators to achieve inclusion. Our questions were: ? Is Swedish preschool a place for inclusion? ? How are special Educators work organized and focused? ? Which experiences do special Educators have working with children with special needs in preschool, and what role do they mean that inclusion plays in this work? Our procedure in this enquiry was to perform semi-structured interviews with 5 different special Educators in two different cities. Interpretation and analyis proceeded from three different theories: Urie Bronfenbrenner?s ecological systems theory, John Bowlby?s theory of attachment and Karsten Hundeide?s sociocultural theory. The result showed support for the idea of the Swedish preeschool as a place with many opportunities for inclusion. We have also seen how both money and political decisions has an impact on which possibilities the preschools receive to work with inclusion. In addition it became apparent that the methods used by special Educators differed depending on both cities and districts.

The purpose of this paper is to examine preschool Educators conceptions on gender pedagogy. Based on preschool teachers own words, we want to get an insight into the use of gender in the curriculum in preschool classes. We also examine the conditions and setbacks of conducting a gender-sensitive educational way of working the curriculum.In order to examine our research question, we choose the method of qualitative interview, and previous research in the theory of gender pedagogy from a sociocultural perspective, in which social interaction is very important. We have interviewed five Educators in preschool classes, all with similar educational backgrounds.In the results and analyses section the Educators' definition of gender pedagogy is presented and how they take part in gender educational theories strategies. The result of the survey show that the importance of the Educator?s own approach to and further education in, the subject matter, makes it possible to really understand the gender norms.

The purpose of the essay was to investigate the way four different Educators, at a pre-school with a bilingual profile, work towards strengthening the children?s bilingualism as well as their identity. The research questions concern which guidelines are being used, the Educators perceptions concerning children?s bi- and multilingualism and in what way they believe that their pre-school distinguishes itself from others.Qualitative individual interviews and observations were conducted and the empirical data was analyzed using a theoretical framework, constructed of theories concerning language development, ethnicity and identity.The result presented in the study shows that the pre-school not only follows the national curriculum but also their own guideline. The guideline states that there should be both Spanish- and Swedish speaking personnel and that they are ?responsible? for the education in their own language.

The aim with this study is to study how young children?s influence expresses itself in some Educators? stories about their work with children. The study also looks at the relations between pedagogues? approaches to children and aims at identifying the Educator?s perspectives of children. To get to know more about this I have interviewed five pedagogues who work with children in the ages of 3-6 years in different fields at a preschool area in India.The result shows that childrens? influence and participation for the Educators involves children selecting activities.

The purpose of this thesis is to analyze how museums, seen as heterotopic places where time and space act simultaneously, can, with the help of museum Educators and guides, integrate the foreign citizens in Sweden. The analysis is done with the help of three institutions: The Vasa Museum, the Royal Armory and The Great Synagogue in Stockholm.The author of the thesis argues that recruiting trained personnel with foreign roots by museums would help significantly in the creation of a sense of collective identity and belonging among those citizens who are just adapting to the country. Through the use of Swedish, in conjunction with their mother tongue, as well as analogies, an important contribution can be attained in their integration.In this work, concepts such as the accent, are treated in a categorical manner, as the author, with the assistance of other researchers, concluded that the accent should not influence the perception of the intellectual and work capability of a professional museum Educator/guide.History represents another key element in this thesis, as it discusses the way to find a new narrative form to channel history and refer to it, thus sharing historical roots with these new immigrants in Sweden..

By studying literature concerning design, didactics and reflection, and complementing those explorations with interviews with experienced design Educators, this thesis challenges the idea of aesthetic media education being purely aesthetic in its characteristics. Drawing from their own experiences as a media aesthetics Educator and an industrial designer, the two authors argue that the work flow used within most fields of design, commonly known as the design process, might provide a suitable didactic alternative to a field of education lacking relevant methodology. The literature study offers a better understanding of the design process and how it may be defined and viewed within an educational context. The interviews provide a more practical insight into the world of design education. The result shows that the design process as a didactical method theoretically offers both elements of critical thinking as well as direction and frames for students lacking aesthetic and artistic experience.