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.

AbstractSince 1990, special needs educators have been working in both primary and junior school. It has not been easy for the special needs educators to take authority when working with broader educational issues due to the varying requirements placed upon them. The object of this study is to examine how certain primary and junior school teachers describe their expectations of special needs educators and their professional role.I have conducted individual interviews with three primary school teachers and three junior school teachers, who have at least five years experience of working within their respective fields. The interviews have been scrutinized, and the results are presented with the help of five different themes. The results were then analysed in accordance with the two perspectives of special needs education described by Persson (2001) those of both the relational and the categorical perspective.Amongst other things the results show that the view of primary and junior school teachers with regards to special needs educators differ one from another.

This thesis examines how role-playing games can be used as an educational tool in after-school programs and identifies the challenges and opportunities perceived by both students and teachers. The study is based on qualitative methods, with interviews with after-school teachers and children in after-school programs with their observations of role-playing activities in a municipality. The results show that role-playing games promote social development, creative thinking, problem-solving, and language development. Students reported increased motivation and engagement, while teachers observed improved relationships and an inclusive environment where students could explore different roles and perspectives. The research links these findings to previous studies that highlight the potential of role-playing games to develop empathy, collaboration skills, and critical thinking (Daniau, 2016; Trespalacios et al., 2011; Suryani et al., 2020). Furthermore, our findings support the curriculum goals of student influence and situational learning, emphasizing the importance of students' own initiatives and responsibility in educational activities (Lgr22, 2022). The study also identifies challenges, such as teachers' uncertainty about introducing and leading role-playing games due to a lack of expertise.

While reading in deaf children has been the object of a number of studies, the reading abilitiesof children with mild and moderate hearing impairment and their relation to cognitiveprocessing have not received very much attention. Predictive factors of reading ability inhearing children are well known, with phonological and working memory abilities beingnecessary prerequisites for reading development. Existing studies suggest, however, thatcertain hearing-impaired children achieve a reading level comparable to that of hearingchildren in spite of impaired phonological abilities. In the present study, reading abilities anda range of cognitive processing abilities were measured in a group of hearing-impairedchildren and compared with hearing controls in equivalent school grades. Comparisons weremade at group and school-grade level, and the cognitive profile of hearing-impaired childrenat level with controls (those being within one standard deviation) was discussed.

The purpose of this study is to find out what children think they learn of taking part in activities organized by the school. I started my study by summarize three essays about informal learning. The results are based on three interviews of totally six children in the age of nine at a school in Stockholm. I interviewed the children using a semi structured method and asked them what activities they prefer to do after school and what they think they learn there, and from their friends. The results emanating from essays which were investigating similar topic..

This thesis investigates collaboration between teachers and librarians concerning reading support activities in senior high schools in Sweden. The following questions were posed: 1. How do the teachers and school librarians cooperate when it comes to promoting reading? 2. To what degree of cooperation is that? And how is the level of cooperation perceived? 3.

I denna studie undersöks en outtalad spänning som framkom under ett samtal med några pedagoger vid ett besök på en skola för elever med diagnosen autism under våren 2013. Pedagogerna förklarade att de ansåg det som svårt att implementera den svenska läroplanen för grundskolan, Lgr 11, i verksamheten samtidigt som de måste ta hänsyn till sina elevers begränsningar som är en följd av deras diagnos. Utifrån pedagogernas perspektiv görs ett försök att, med begreppet ansvar och tankeverktyget ramfaktorteori som analysverktyg, förstå och tydliggöra den outtalade spänningen mellan ramverket Lgr 11 och de villkor som diagnosen autism sätter för pedagogernas planering och utformning av verksamheten. Denna studie är ett nedslag i några pedagogers subjektiva verklighet och deras betraktelse av ett fenomen i deras vardagliga arbete..

In 2014, the Swedish leisure-time centres after school became widely criticized on several occasions by school authorities. The cause for its criticism was a reflection of leisure time-centres with lots of untrained staff and a lack of pedagogical aspirations. The conclusion of the criticism was that these leisure-time centres do not fulfil their potential. However, these assessments has only to a limited extent become a part of the public educational discourse in Sweden. This discourse has mainly focused on the decreasing results in the Swedish school, which has caught the attention in the media and ended up on the political agenda.

A study by Gulistan Kavak has been done about the therapy school, Liljanschool. The school handles children between the ages seven and twelve who suffer from psychosocial problems. These psychosocial problems may be the children?s? experiences of psychological trauma, attachment-difficulties and anxiety. Therapists, teachers, educators and medical professionals work at Liljanschool. The purpose of this thesis is to see how parents see their children?s? development at the school from there very first day until there last. Three questions have been formulated: How do parents of the children understand the development of the therapy that Liljanschool contributes with? How do the parents think that the school situation has been for their children? Do the school staff´s views and the parent´s views differ regarding cooperation between staff, parents and children?I have done a qualitative study.  In-depth interviews were conducted with the staff of the school and the children?s parents. The results show that the majority of respondents were positive about the school. The analysis shows that through the extension-theory, the children and parents have developed together.

The purpose of this paper has been to study the relationships and attitudes of a few teachers and librarians as to their co-operation in a combined public and upper secondary school library and to find out what circumstances there may be to exert an influence on their work. The paper has been based upon qualitative interviews with upper secondary school teachers and librarians as well as on studies of literature relating to our issue. We believe there may be different approaches to the learning process, as these are the relations and attitudes of two professions from different trades. That is why our point of departure has been Roger Säljö's theory about learning and, in our analysis, a few of Jean Donham van Deusen's ideas of joint planning and flexible timetabling. All respondents agreed that co-operation could be better, but the teachers were of the opinion that it must not interfere with their time.

My bachelor?s dissertation concerns the creation of a proposal for interior decoration of the Boland High School?s canteen. I have been in contact with personnel, students and the school principal through the duration of the project. In the end, substantive changes of lighting, interior decoration and movement were proposed for the canteen. In the proposal I have focused on accentuating the school?s profile, on creating smaller spatial configurations within the larger configuration of the room, lowering the noise level, creating a good movement flow, increase the number of seats and creating a pleasant environment in which to eat..

The Swedish school law says that students who need special education should have all the support they need to reach the qualification that is set up. The arrangements have to be written down in an Individual education plan (IEP). Before the IEP is set up there has to be an investigation about what kind of support and measures the student needs to reach the qualification that is set up. The aim of this study is to examine student?s participation in school and in the progress with their own IEP.I have accomplished a qualitative study by interviewing eight students during the letter part in the nine-year school.

The purpose with this essay is to find out how active teachers think about integrate children with the diagnosis autism into the regular school. The method I have used to find out is a qualitative interview, where I have interviewed three teachers of various age and sex.A person with the diagnosis autism has problems with communication, social interaction and the ability to form a conception. Today, we do not know what causes autism, but we do know that it has to do with a neurological disorder. The word integrate means unite or join together as a wholeness. Many children who have a handicap may feel good to participate in a school where the other pupils do not have a handicap.

The purpose with this study has been to get a previous knowledge about how pre-school teachers look at the impact of the picture book for children and their language development and participation at the age of three to five years. The study was carried through inquiries at a pre-school in a west Swedish urban district. The study proceed from the sociocultural theory which means that children learn by teamwork with other more experienced individuals. The result shows that the pre-school teachers consciously let the interest of the children guide the choice of books. At the same time they push for the meaning of conversation with the children.

Syftet med detta arbete är att undersöka vilken uppfattning pedagoger i förskola och skola har om sambandet mellan mat och koncentration. Anser de att mat har en betydelse för barns förmåga att delta i de verksamheter de befinner sig i? För att barn och vuxna skall orka vara delaktiga i sociala sammanhang och kunna vara koncentrerade krävs en näringsriktig kost. Vi har därför sökt att få fram vad som betraktas vara en näringsriktig måltid för barn. Genom enkätundersökning, intervju, observation samt litteraturstudier har vi försökt att få fram svar på dessa frågor.