The purpose of the study is to investigate Educators? attitudes and didactic positions on popular culture as a form and a means of children?s learning in preschool. The questions posed in the study are:? How do the Educators define popular culture, which examples of popular culture do the Educators give?? How do the Educators describe the spoken and unspoken rules and positions regarding popular culture in preschool practice?? What are the risks and benefits when including popular culture in preschool, according to the Educators?In this qualitative study four Educators from different preschools have been interviewed. The preschools take as a starting point different educational philosofies.

 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 essay investigates the work situation for teacher Educators at a university with focus on the subject areas education, research and administration. The research questions contain the work situation the teacher Educators have, how they apprehend it, and how they find their position within the work organisation. Six interviews have been executed at the teacher education at a university. Some of the results from the investigation indicate that the teacher Educators find education to be very a very demanding work and that the split of work during the academic year is uneven. The work with administration before and after the education, for example work with syllabuses and descriptions for courses, are activities demanding much time.

The study´s main purpose is to examine how three Educators who work with children ages 1-3  in three different preschools working with mathematics in preschool. I have used a qualitative research in the form of interviews to obtain Educators perspectives on their working. The educator´s stories about their working methods are the most important findings and it turned out that the interviewed Educators was working fairly similar in terms of mathematics learning with the youngest children  in preschool. They both schedule mathematics in various activities and work with it in everyday situations. Their different approaches can be divided into five different categories which are: planned theme work and experiences, body and play, interaction and conversation, environment and materials, visualize mathematics..

The purpose of this study is to examine how four Educators in two different departments at two different preschools in Stockholm, selects children's literature in preschool and how literature is used in the activities and how much influence children have in the choice of literature. Based on qualitative interviews as a method we have interviewed pedagogues to get answers to our questions. We will also interview some children to find out how involved they are in the purchase of literature on the departments we examined. We consider the social cultural perspective to be a well rounded starting point for our survey, because the theory gives us the opportunity to study how the interaction and meetings between Educators and children develop for each reading encounter. And through the analysis a thorough display between Educators and children towards literature will be shown.

Information and communication technologies (ICT) are constantly evolving in today's information society. The school uses ICT as a teaching tool and it begins to be included at the leisure-time in school by the Educators.Aim of this study is to examine how Educators describe their perceptions and experiences of using ICT in the leisure activities. The questions is about how the Educators use ICT, what they believe children learn of ICT, and which advantages and disadvantages they see with ICT at leisure-time in school.Through a qualitative approach, I have had my questions answered by six trained Educators, five of whom are recreational Educators and one who is a preschool teacher. These have individually answered my interview questions as an interview took place over a phone call, while the others answered the same questions by e-mail. The interview questions were open-ended questions that were formulated so the Educators could respond so freely and fulfilling as possible.The survey shows that teachers use ICT in multimodal approach at leisure-time in school, both in informing parents and in activities with the children.

My purpose with this study is to examine whether or how teachers are gender-conscious in preschool everyday situations. That is, if they are aware of their attitude and treatment of work on gender and what gender concept has relevance for Educators. In much of the practical literature that I read, it appears that many teachers are not aware of their responses and attitudes to children based on gender aspect. I have examined how the gender work differs in the two preschools that I chosen to study.The questions that this study is based on isDoes the Educators at the preschools work gender conscious in everyday situations?-Is it boys or girls who get the most attention from Educators in everyday situations?What do the teachers at the preschool concept of gender?What approach have been the teachers of preschool to counteract traditional gender patterns in everyday situations?I have made ??a qualitative study where I interviewed five Educators and made ??observations on the two preschools.

The purpose of the study is to highlight Educators' preferences and attitudes towards tablet in preschool by describing the use of this digital tool in the preschool educational activities. The use of tablet in preschool is in the study looked upon as a phenomenon. The description of the phenomenon is built on the analysis and interpretation of Educators' statements about it. The research questions focus on the following aspects: Educators' attitudes towards the tablet and its use in pre-school educational activities, the tablet's current area of use, the culture surrounding the use of this digital tool and the Educators? statements about advantages and disadvantages of tablet's use in preschool.

The purpose of this study was to describe and analyses Educators? experiences of reflective conversations in their teams and part of teams in relation to their work with pupils in need of special support. Ten Educators representing ten different teams have been interviewed since all had experiences of working in teams and working with pupils in need of special support. Focus has been on the Educators? experiences of the organisation, the effects of the reflections and the need to develop the reflective conversations in their teams and part of teams.

The study aims to demonstrate the significance of Educators lived experiences of stimulating children's physical development. It has been noted that children are occupying themselves with more and more sedentary activities, which may lead to that they do not develop motor skills at the pace expected. To understand Educators lived experiences from a phenomenological hermeneutic perspective empirical relevance has been collected through narrative interviews. The results shows that Educators find it difficult to understand the Curriculum goals for motor activity and that the desire to stimulate motor development is great, but the realization is conspicuous by its absence. The discussion highlights educator?s commitment and motivation and the importance of being a reflecting practitioner..

This essay is about how working with children with autism works with the laws and regulations that fall under the Compulsory School Ordinance and Lgr11 (Compulsory for primary school, preschool classes and kindergarten). The aim of this work was to examine various Educators thoughts, experiences and practices related to children with autism in primary school. The study is based on three questions: what kind of rights regarding support do children with autism have in the Swedish primary school, according to the primary regulation and Lgr11? How do the selected primary schools work with the support of children with the diagnosis of autism? And how well does the affected educator?s think that the support works?To answer these questions, four qualitative interviews with various Educators, were made. My results show that all four Educators believe that inclusive labor of children with autism is a good thing for everyone, as long as it is done properly and with the right order, so that the child with autism gets the opportunity to be part of a social group.

The purpose of the study is to highlight Educators' preferences and attitudes towards tablet in preschool by describing the use of this digital tool in the preschool educational activities. The use of tablet in preschool is in the study looked upon as a phenomenon. The description of the phenomenon is built on the analysis and interpretation of Educators' statements about it. The research questions focus on the following aspects: Educators' attitudes towards the tablet and its use in pre-school educational activities, the tablet's current area of use, the culture surrounding the use of this digital tool and the Educators? statements about advantages and disadvantages of tablet's use in preschool.

Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact.What do the Educators think of their professionalism in the profession? Do Educators believe that parental contact is important? And how do they work to obtain a good parent contact?The study has three questioners holder: How does teachers relate to parental contact in preschool?What do the Educators think of their professionalism in the profession? And how visible Educators child development and learning in daily contact with parents?We chose to do qualitative interviews with four preschool teachers at two different preschools in Sweden, to seek answers to our questions.

This study of leadership is comprised of two parts. The first part presented in this study is a theoretical study of leadership and the second part is an empirical study. The empirical study is comprised of six qualitative interviews that examine the perception of leadership among Educators working at a school in the inner city.The work is based on the following issues; Do Educators think that there is a link between educational work and leadership? Do Educators see a link between leadership and goals, and guidelines that are written in Lgr11 and the Education Act? Does the perception of leadership depend on what training the Educators have?In this study I use a hermeneutical approach where I try to create an understanding of the interviewees by interpreting their responses, actions and opinions during the interviews.The material gained from the empirical study has been analyzed and interpreted and then related to the theoretical study. The results show that leadership is something that everyone in the school system is in need of whatever their education.

The study aims to examine some teachers' and students' conceptions of drama in schools and in after-school centers. ?Educator? in this study refers to after-school leaders and drama teachers.  The study is limited to three Educators and three students at a public school in the Stockholm area. This study considers the following questions: How do Educators use drama in schools and in after-school centers? How do students perceive drama in schools and in after-school centers? What importance do Educators think that drama has for students?The study draws on the socio-cultural theory on teamwork and social interaction.