The educational underachievement of children in foster care has been known for a long time. This study aimed to compile and analyze the current knowledge about interventions, intended to improve foster children?s school achievements. The method used was a systematically undertaken narrative review. Despite a comprehensive searching strategy, only ten relevant studies were found, indicating that little has been done to improve the educational outcomes for children in public care.

AbstractThe purpose of this work is to contribute knowledge about the transition of children from preschool to preschool classes. The experiences of pedagogical staff, parents and children are described, based on four deepening questions. The questions are about what the actors experience as positive and what the difficulties were in the transition process, and they also cover the differences of children and collaboration between actors. The method consists of qualitative interviews with parents, children, and pedagogical staff. The interviews concern the experiences of transition from the different actors.

The thoughts of a common school for all children have been around since the 1800?s but was something that was introduced in Sweden first in 1962. When the curriculum for primary school came in 1980 there was a new concept, a school for all. With a school for all it was aimed that all children should have the right to participation and a common education no matter what needs they could have.During my education I have come across the concept a school for all and that is something that interested me. Today?s curricula and school laws aim to ensure that all children have the right to equal education and inclusion whatever needs you have.The purpose of this study is to find out some pedagogues? thoughts and work around the concept a school for all.

The main aim of this study is to analyse the grotesque characterization of adults in four novels by Roald Dahl, from Michail Bachtin?s definition of the carnival-grotesque in Rabelais and his world. From this view I have examined how the conflict between children and adults is described in these books, and to what extent the grotesque motifs have a function in this conflict.For this purpose I have applied theories of the literature-grotesque by Michail Bachtin, and of the meaning and function and ? in this context ? the necessity of fright and horror in children?s fiction, in particular by Bruno Bettelheim and J.A. Appleyard.

According to the curriculum for the Swedish preschool system, children?s development and learning should be documented and analyzed in order to evaluate and develop the preschool quality. Social criticism is directed to some of the methods of documentation for assessing the children´s individual knowledge development. The purpose of this study was to examine how, what and why some teachers use documentation in preschool. I wanted to examine which methods preschool teachers used when they documented the children and what they focused on.

The aim of this study is to examine how one can understand the experiences that social workers within the social service's have of children who have committed sexual assault against other children, and the social workers? thoughts about the choice of actions and the family involvement in those actions. The study has a qualitative character. Information was obtained through interviews with social workers within two Swedish counties, and the analysis of the results was based on earlier research findings as well as theoretical aspects, such as systemic theory and salutogenesis.Regarding the actions taken for the target group, the social workers have, in many ways, a systemic perspective as they emphasize elements within the child as well as within the family. It is also shown that the collaboration with other authorities affects the choice of actions, and that it is important to involve the entire family in any interventions, so that the effect of those interventions may last over time.

The aim of this study was to investigate the result of an effort to support reading development and the reading motivation. My approach was an intervention study during four weeks, where intensive reading in a group of three pupils in grade one took place. Individual conversations and group conversations were central methods in combination with different ways of processing the texts. Interviews were conducted with the class teacher and the participating children to see the difference in reading and motivation before and after the project. The result shows that an intensive period with reading fiction books with subsequent conversations and different processing of the text is a useful developing method for decoding, reading comprehension and reading motivation.

This thesis examines which function the information technology may have in thechildren's library, with the example from two library computer programmes. One is anexpert system, Hedvig, which will help children to choose and to find books, and theother is a computer game, The mysterious signs, that will teach children library user education.The main question is: What conceptions do the project-leaders, the children'slibrarians and the children have concerning the function of these two programmes in thechildren's library?The study is based upon qualitative interviews with two projects-leaders, fourlibrarians, three computer programmers and twenty-eight children.The theoretical material consists of examples on other library computer programmesfor children developed in Denmark and USA, some American studies in children'sabilities to use computerized information retrieval systems, and studies concerningchildren's relations to computers.The adult's conceptions of the computer programmes are divided into categories asfollows: Democracy, aspect of sex, complement, marketing, reading promotion,development of competence, information technology development, pedagogics, adulteducational activities, compensation and armusement, pedagogics, usefulness,effectiveness and information. These categories shall be seen as the conclusions of the thesis..

The purpose of this study was to examine how girls and boys are described by social workersin psycho-social assessments in child and adolescent psychiatry. The questions at issue wereif girls and boys are described in different ways and if gender related patterns could be found.The study was both qualitative and quantitative. I used textual analysis as a method anddiscourse analysis as theory.Results: Sexes were generally described differently. Girls are depicted from how they are andhow they look and boys are described by what they do and their behaviour. The mother isdescribed as the person who is most responsible for children of both sexes.

The aim of this study is to examine the opinions of eight 12-year old boys and girls about two comics; Sabrina ? tonårshäxan (Sabrina ? teenage witch) and Spiderman. Do children see gender differences in the two comics? Do boys and girls identify with the heroes in the comics and does this affect the children's own gender socialisation. We interviewed four boys and four girls from different parts of Sweden.

?Childs pedagogic material ? A qualitative study of child?s use of pedagogic materials available at five nursery schools and about their teachers thoughts about the display of the pedagogic material?In the nursery preschool the environment and the educational materials have always had a central place. That's why it has been chosen to study and observe five preschools and interview sex teachers, in an attempt to understand the teachers thought about the choice of material and the choices of material that the children used. The reason I do this is to see what the underlying idea about the materials the children use is, and why educators choose to make certain materials visible. The purpose of this study is to examine the educational materials that are used to stimulate children´s learning and examine what determines the choice of educational materials.

The purpose of this study has been to describe and analyze how former foster children experienced foster care which have been filled with maltreatment and neglect and how this has influenced their adult life when it comes to health, education and relationships. We also wanted to study how the former foster children coped with their placement. Furthermore we wanted to study whether there has been any turningpoints during their growth. Finally we wanted to describe how the former foster children experienced the authorities control. To make the purpose of this study complete we chose to use qualitative interviews with six former foster children as our research method.

As a leisure time pedagogue I find it hard to have an insight into what children are playing, and how they play when it comes to free play. My experience is that in some free play, conflicts arise, which reveal hierarchies and power structures containing violations, whereas other occasions of free play suddenly come to an end as the pedagogue interferes. In this essay I investigate my responsibility as a leisure time pedagogue during children´s free play, based on two differing play situations. I also investigate the play as a phenomenon by looking into previous research on children?s play and development psychology.

The aim of the present study is to describe and analyse how an inter-cultural perspective presents itself in the didactic considerations and in the practice of preschool teachers on a multiethnic preschool.The theoretical perspective upon which the study is founded is social constructivism, but in addition to this Ingegerd Municio?s idea of two existing discourses present within the institutions in the Swedish educational system, as well as René León?s concept of a diversified normality, has been used as theoretical tools and points of departure.The empirical investigation consists of a qualitative field study at a multi-ethnic preschool, where participating observation and group interviews have been used to collect data. In these teachers from the preschool have participated.The results and the analysis of the data show that an inter-cultural perspective surfaces in the didactic considerations and in the practice of the preschool teachers in their construction of a diversified normality. The diversified normality thus constructed is constituted through different social processes. I have here identified the following ones: the preschool teachers emphasize differences among the children in general, they allow that the children behave differently and they allow them to be different; they recognize ?cultural? differences, differences in origin, and frames of reference, and they recognize that the children at the preschool are bilingual..

This essay is about the sexual- education at special schools for young people in the ages thirteen through sixteen with the diagnosis autism. The study aims to identify, describe and understand the teachers? experiences in how the education is practiced in their daily work with these children. The way of procedure we have used in the study is qualitative interviews with teachers at special schools. The result show that how the teachers practice the education depends on how the student group is constructed and the students? qualifications.