The purpose of this thesis is to gain insight into Educators? views and work with circle time in preschool. To find out, I have referred to the following questions: How is your circle time performed in preschool? What objectives have teachers with the circle time? What impact has your circle time for the children in preschool?I have chosen to carry out qualitative interviews with three preschool teachers. After the interviews, I compared the Educators? response to previous research.The survey shows that the circle time is one of the day´s highlights for preschool children.

AbstractThis study deals with NTA in preschool and the purpose of the study is to find out how the NTA project works out in practice. In the empirical study I have used questionnaires as a research method (Trost2001). Questionnaires have been sent to preschool teachers in the whole of Sweden to get as good a selection as possible. The responses received have been processed and analyzed. The results are reported below.The majority of the teachers thought it worked well to work with the NTA.

The purpose of my study is to describe how Educators think about the play environment, the nature and its importance for the children's development and learning in preschool. The study is based on qualitative interviews with four active Educators. The results of the study show that the teachers regarded the children's interests to a great extent when the different play environments were structured. They are also based on different themes that they have seen that the children were interested in, such as the fire station, hair salon or shop and café. Educators designing not only these play areas for different types of play for the children, but the different environments also have a learning purpose. The outdoor environment however attracts greater interest from children, to where they have more space to move freely in and outdoors, there are no limits to the children.

 The purpose of my study is to illumine the aesthetic learning process significant in the preschool. Focus has been on allowing Educators in different preschools to answer questions valid the use of aesthetic learning processes. I chose to do my study using an opinion poll and a literature review. The result shows that the preschools use aesthetic learning processes and according to the educator?s aesthetic learning process is a very important tool for education in the preschool.  The notable in this study is that the Educators have different views of what aesthetic means. The first view is that you only work with aesthetic subjects.

After having worked within the preschool and it?s system for a number of years, we have often reflected over the fact that many Educators tend to look at children with language difficulties in several different ways, and many of them being conflicting. Something that might contribute to this problem is the fact that the term itself, language difficulties, is defined differently between individuals, who in turn affects the way Educators and preschools deal with the problem.The aim of this study is to create an understanding of the problems related to language difficulties, and how it is being dealt with within the preschool environment. To achieve this we have chosen to work within a qualitative research approach, alongside a discourse analysis. The selection of informants we have chosen consists of ten, qualified Educators.

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.

This study investigates Educators? experience of Intensive Behavioral Therapy (IBT) for preschool children diagnosed with autism. The aim is to examine, from the Educators? perspective, how useful this method has been, what difference it made for the children with autism that took part in this training and also how the Educators? have been able to organize and implement the method. The study is based on 6 semi-structured interviews and 29 surveys.

This is a study on how eurythmists/Educators describe the relationship between the practice of eurythmy and learning in young children. I wanted to find out what concepts these eurythmists/Educators use when speaking of learning in relation to eurythmy. In addition I would also like to explore what eurythmists and Educators think that children learn when practicing eurythmy. The method of this study is interviews with two educated Waldorf teachers, as well as two educated and practicing eurythmists, in a fenomenological interview setting with open questions. The theories of Merleau-Ponty, on the phenomenological body, has been used when analyzing the interview material - that is; through the understanding of a physical learning in these theories on the phenomenological body I have tried to understand and analyze the interview material.

The aim of the study is to investigate how pedagogues working with gesticulation and facial expressions to communicate with children aged 3-5 years. The methods used are observations as well as interviews of Educators. My empricial evidence was collected on two different preschools in Värmland County. The pedagogues are dealing with body language in a conscious way by collections as they sing and they reinforce feelings of characters support. In my conclusion I have come come to the conclusion that there is no difference on how male and female Educators use gesticulation and facial expressions without its personality traits and body language often are unconsciously in conversations with children..

Within special education, there is a big dilemma where some mean that school should include all pupils in the same school class, regardless of the students' needs for assistance, while others believe that students with special needs to be placed in small adapted groups where students have similar needs is to exclude pupils. While others argue that the inclusion can sometimes lead to exclusion. The aim is to investigate what meaning teachers and special education teachers gives the concept of inclusion in school and what consequences it entails in teaching. This study is based on a number of qualitative interviews of teachers and specialist teachers to obtain answer of the following questions.Has the concept of inclusion and integration the same significance and meaning according to those asked teachers, special Educators and special Educators?Which students should be included, according to those asked teachers, special teachers and special teachers?What is required to work from an inclusive perspective, according to the asked teachers, special teachers and special teachers?Perceive the asked teacher, special Educators and special teachers some disadvantages of inclusion?Which students receive special education instruction in the schools were asked?Do the asked teacher, special Educators and special teachers think that there is a school for all?The results of this study is that teachers and special instructors have difficulty indistinguishing the concepts and that they puts the same emphasis on inclusion as the integration, the students must adapt to school and not vice versa.

The purpose of this essay is to study if and how five South African Educators work with music as a special pedagogical tool in children's language development. To achieve the purpose of this study, two research questions were created. As method, interviews of a qualitative character were chosen.  The aim of the method is to give the Educators the opportunity to think about and use their own experience before answering the questions.The result shows that the South African Educators are not using music as a special educational tool. They rather use music as an everyday educational tool to promote children's language development. The result indicates that music in educational activities promotes children?s communication with each other.

The aim of this study was to investigate whether teachers are involved in children´s play, what their perspectives are on the importance of play and what conditions teachers have to stimulate children in their playing. In this study, I?ve been able to verify that play has a great value for children?s learning development. My method have been interviewing four teachers at a kindergarten in order to examine Educators? perspective on the importance of play.The results of my investigation showed that teachers believe that play and role- play have a major impact on children's learning.

The word mathematics is often associated to addition, subtraction, division or multiplication. This is not the kind of mathematics that belongs to pre-school. In my essay I have chosen to write about how mathematics is used in pre-school. In the literature it is written that the best way of becoming familiar with mathematics, is to integrate it in the every day life but that there are Educators that use traditional mathematics education in pre-school. The questions I would like to answer are:1.

Problem statement: Nowadays, women have a greater place in literature, both as a writer but also the role of the book and that is why I have chosen to examine how Educators reason about their use of literature in preschool to combat the stereotype of gender roles.Motivation: An earlier survey shows that women now have a greater place in the recently released children's literature and, therefore, it is interesting to see how Educators see their work on countering gender patterns using picture books. It is also interesting to examine whether the female roles in the books are consistent with the research I've used.Approach: I chose to use qualitative interviews with teachers in two preschools and also examined the recently released children?s books they worked with.Results: The results of my survey shows that teachers thoughts about their work on combating gender pattern occurs on an individual plan and depend on how the teacher interprets the guidelines. My survey also shows that the gender roles in the newly released picture books are consistent with earlier research I?ve used.Conclusion: It is therefore important that Educators are aware of how easily gender patterns are induced, it happens on a daily basis through words and expectations that Educators have on children..

Through qualitative interviews with five teachers from three schools, two public schools within the same school management and a Waldorf school, the purpose of this study is to find out teachers' views on the phenomenon of life skills in the lower classes in school. What is the subject, how do teachers work with life skills, and should it be seen as a separate subject or integrated in all school subjects?The results show that the definition of life skills is a term with many interpretations. Two concepts that can be seen as the common denominators in the Educators' views on the subject, however is, social and emotional skills. This is something that Educators believe develop self-awareness and empathy in children and sees that as important as learning other subjects.