My purpose with this study was to research how a few teachers work with the children in preschool class to achieve a group that the children feel safe and comfortable with. Every human being has got the need to feel safe and with this study I want to illustrate the importance about working to achieve safety for children in preschool class, and environment that is new to them. In order to try to get answers to my research questions I have interviewed five preschool class teachers. The results showed that the teachers work in a way that makes the children feel safe by helping them establish the daily routines and common rules for the preschool class. They also let the children in the preschool class get to know each other and other children in the school by play and shared activities.

 AbstractMy curiosity of students' use of images for reading led me to seek knowledge of the students view on the text illustrations in the literature and through interviews. This study is about how pupils in the school year 2 experience reading, especially with images. The purpose is to investigate the significance of illustrations in reading for students in school year 2. I also want to find out how students see themselves as readers and how the survey material believes that the students comprehend reading. Eight children, both girls and boys have participated in the interview.

This study illustrates the views of working socialpedagogues when it comes to socialpedagogical and social work within compulsary schools. The focus of the study is on how social problems can be prevented and get noticed among children and youths in compulsary school, and what possibilities of development there are in preventive social work. The socialpedagogue?s capability for supporting this development, together with people that are important in the children?s and youths?s lifes, opens up new possibilities in the future for the social work in schools. The main concepts in the study is treatment and attitude, interaction and cooperation with different people inside and outside the school as well as individual- and grouporientated work.

The way towards an equal society, where both women and men has the same possibilities both private and in professional life, has been a long and still ongoing process. During my practical studies to become a recreation instructor I have noticed a difference between the children I have met in my workplace. What I saw was that girls and boys had a different approach towards their future, plus that the pedagogues at the school had different roles depending if they were men or women.In this study I have investigated which dreams and visions a group of after-school children has, plus how these distinguish between the genders. I have through group interviews, first three boys and then three girls, investigated how children look at their future focusing on career, spare time and familysituation. The questions have also focused on how children look at the schools pedagogues with gender as a premiss.My result shows that the children's vision on their future tends to look different between the genders.

In this examination paper I have studied how teachers can help children who are in crises. For example when children end up between parents divorce or someone close to them dies. The purpose of this essay is to know more about how children react in crises and how we as teachers can help them in the best way possible. I have also looked at school?s crise plans to see how and if they work.

The purpose of this study was to illuminate the everyday work of school counsellors in the City of Stockholm with a gender perspective by studying the school counsellors ? talk about masculinity and femininity. The aim was to reach an understanding of how parts of the counsellors everyday work are influenced by gender through the perspective of the school counsellor. The study was conducted using qualitative methods. Six school counsellors, five woman and one man, were interviewed.

According to the immigration service forecasts Sweden faces large refugee influxes in the coming years. This means that educators in the kindergarten, preschool and school, will meat children from the war torn countries. In this study, the purpose is to find out the educators different conceptions of war-affected refugee children, because my theory is that their beliefs influence their actions. I wanted to get answers to their beliefs about the difficulties or challengers that children and educators may be faced with. Furthermore, I wanted to know what educators envisioned about their own role?s importance to the war affected refugee children and their perceptions of the Swedish culture, environment, language and school.

The study concentrates on which significance the pre-school?s yard and the outdoor environment has and how it influence the young children regarding their development and learning. The study is carried out through observations of the children complimented by interviews of them. The results show that children?s outdoor environment is important for their development of mobility, language, social competence and learning about nature.

In Montessori pre-schools early reading and writing is an important feature. By tracing sandpaper letters with their fingers and voicing the sound simultaneously the children connect phonemes to graphemes and normally learn to write between the ages of four and five. 24 sixyear old children who attended Montessori pre-school and 26 six-year old children who had not attended Montessori school were assessed with a test assessing their linguistic awareness.The result showed that the Montessori children were more linguistically aware than the children who hadn?t received any literacy training. The scores of the Montessori children were highest on phonological awareness.

Abstract In the following text we analyse different perspectives in a meeting between a theatre and a visiting school class from grade six in the Swedish Primary School, in order to investigate the conditions for children?s participation and for making children?s own voices heard in professional theatres. Though it is common for Swedish theatre artists to try to understand and interpret children?s perspectives, it is rare for children to be given the opportunity to show their own perspectives in professional theatres in Sweden (Davet 2011 p. 18).

This is a qualitative interview study about intellectually disabled parents and their children. I have conducted interviews with six professional staff who have some experience working with intellectually disabled persons. In my investigation I used vignettes and those I interviewed had to read the same story about Anders and Britta in preparation for the interview. The six persons whom I interviewed were: a midwife at a mother care centre, a nurse at a child health centre, a social welfare officer at a rehabilitation centre, a "LSS administrator" at a local authority, and two social welfare secretaries. One of the two welfare secretaries works to assess the social situation of children and the other one works with fostercare.The conclusion that I have drawn is that the relationship between intellectually disabled parents and their children is very important.

In 2005 we made a research in a Swedish community board about their view on the political and ideological intentions of ?a school for all?. The results from that study were the background to this research.The aim with this research was to find out how principles in the same community were thinking about ? a school for all? and if they were leading a development towards ?a school for all?. In that context they were given the opportunity to explain their definition and reasoning about ?inclusion? and ?integration?.

In what way were children in the 1930s and 1940s mean to each other, in which ways did theytease and bully one another? And what were the adults part, how did they react to thechildrens spite towards each other and did they do anything to stop it?These are the questions which have been addressed in this essay. In the answers given to us,by a survey in which 42 persons born in the 1920s and 1930s were asked, we have learned,that during the 1930s and 1940s when these children went to school, bullying did'nt occure asmuch. Not as they can remember today.We have also learned that it was mostly boys who were bullied, both mentaly and physical,with punches, being pushed, being laughed at and by being forced to do things they did notwant to do, such as stealing.The most common reasons for being bullied was that the children came from poor families,had ragged clothes, where dirty or had a physical disease such as cronical bronchitis.There where not many children who talked about being bullied with a teacher and the surveytells us that they didn't had any supervisors on the school yard.A number of the questioned answered that they thought that teachers had favourite students inthe classroom and they tell us stories in which teachers used corporal punishment, which waslegal at this time..

The purpose of this study is to gain knowledge and a broader understanding for how pre-school teachers describe the importance of planned play environments including in what manner children are given influence. By qualitative interviews with five pre-school teachers from four different units I was able to gather data that shows how the planning process concerning a specific play environment had worked and why it looked as it did. The results show among other things that the pre-school teachers viewed the play environment as a vital part of the daily operation and pointed out that it was of vital importance that it came from the children?s interests. Depending on how the play environment had been organized and what its purpose was it offered different amounts of affordances..

This paper is a study about outdoor education in pre- school. The main purpose is to look over if outdoor education in pre- school is a restraint or a resource. The study is based on two questionnaires, one to personnel in pre- school and one to parents who have children in pre- school. The study showed that outdoor education is mostly viewed to be a resource but there can be some problems in how to use it. Time, planning and knowledge were problems that were often mentioned by teachers.