The aim of this study is to become aware of how the children at the after-school care perceive the adults at after-school care. The most interesting parts are to find out what they thought made a good teacher, which qualities were preferable and how the children expressed their opinions. The children often spend long time at the after-school care which means that the children?s work environment matters. The children look at adults from another perspective and see other qualities than adults see in each other.

The purpose of this study is to examine some after-school teachers? perceptions about the outdoor stay at the after-school care centre in the schoolyard and in the leisure- environment.Five semi-structured interviews were conducted with the after-school teachers at five after-school care centres in the Stockholm area.In the theoretical part presents the leisure- governance and ongoing research on outdoor learning, research on the school playground and kindergarten local environment affects children in their development and learning, and after-school teachers? professional identity.The theoretical foundation is based on the phenomenographic approach.The questions are:? What is outdoor education according to the after-school teachers?? According to after-school teachers, what educational opportunities are provided by the schoolyard and the local environment?? How do the after-school teachers use the schoolyard and local environment?The result shows that outdoor education can be a knowledge invigorating complement to the indoor teaching and a way for the after-school centre to supplement the compulsory schoolday. The play outdoors can help to increase children's social development, creativity and imagination. The after-school teachers used the schoolyard and local environment for various purposes which may be due to different circumstances, knowledge and experience to carry out educational activities outdoors. But it may also depend on whether the after-school teacher focuses on the regular school day or in the afternoon at the after-school care centre..

In Sweden approximately ten percent of all children grows up in a family where at least one parent is having an alcohol related addiction. Since 1998 the development of group activities for children in this situation has been immense. The aim of group activities is to break the child's isolation and make them feel that they are not lonely in their experiences, give them knowledge about addiction and relive the pressure of guilt and responsibility.In a comparative study we examined studied how two different group activity models one with the conception of illness and one without, use the children's network to support the group process. The aim was also to find each models definition of the "normal family", since we understood the groupactivity as a part in the normalization process. We reached our aim through interviews with group leaders and by literature studies.

Earlier this year the Swedish migration board gave a part of their responsibility for the separated children to those municipalities that have signed an agreement with them, so that the children can get the best handling of their matters and also to lift the heavy pressure of the Swedish migration board. Our aim in this paper is to see how this division is made and which areas of responsibility they have. We want to see how this process is being handled in relation to these children?s rights, the Convention on the Rights of the Child and the Swedish law. To get the best information possible we used a qualitative method.

The purpose with our study is to increase our knowledge about how personnel in different activities experience the work with childrens who is growing up with addicted parents. What the personal experienced as important facts was structure and flexibility to take care of all children´s special need.Something else they experienced was, during discussions with children it´s important to listen to them and confirm their self-esteem.We have found that there are many well-functioning activities of this kind of children, but there are difficulties to have the parents to take the children to the activities.The personal believe that this is because the parents do not realise their addiction problem enough. The respondents expressed a which to get closer to the school so they can increase cooperation and reach more children in this way, and a lot of these respondents also point out that the community where ever the children are has a obligation to report or notify the social service if there are any children that need care..

This thesis attempts to describe the application of variation theory, as developed by Ference Marton, at a Swedish primary school, intermediate level. The aim of the thesis was to investigate some aspects of a learning process. The students were introduced with the theme of ?sustainable ecological development?. This included theoretical and practical knowledge of the art of sustainable living.

Background Children spend much of their time outdoor at preschool. Preschool's mission is to provide children with a rich environment that is enjoyable, and that arouses their interest to learn new skills. Since motor skills and health are positively affected by the outdoor environment should kids get a good turnout at their preschool playgrounds as possible.Theoretical perspectives My study is based on theories from a socio-cultural perspective. The socio-cultural context is part of the outdoor environment because we experience and perceive nature depends on the society we live in and how we interact togetherPurpose I want to see what kind of vision teachers and parents have on the outdoor environment when it comes to children's learning and development. I also want to find out how the teachers are using the outdoors environment and find out the parents' reason, when it comes to choice of preschool.Methodology The work is based on qualitative interviews with two teachers and two parents from each preschool.

The development of higher education in Sweden poses new demands on higher education libraries. One way of meeting these demands has been to develop Learning Resource Centres (LRC), a concept that is relatively new in Sweden.The aim of this Master's thesis is to identify how the LRC-concept has been designed and integrated in three Swedish higher education institutions: Stockholms universitet, Lärarhögskolan i Stockholm and Göteborgs universitet. The thesis also aims at investigating what the Learning Resource Centres mean to the seats of learning, and in turn, the views of concerned parties in relation to the integration.The method used for the study is qualitative and based on interviews conducted with Learning Resource Centre staff, academic staff and principles or deans. In addition to this, strategic documents from the examined seats of learning are studied.Even though most Swedish Learning Resource Centres have used British Sheffield Hallam University's Adsetts Centre as their model, our study shows that the Swedish Learning Resource Centres of today have developed in various ways, due to local conditions; therefore, there is no definitive model for Swedish LRCs.In our opinion, one of the most important characteristics of a LRC should be its integration in the academic life of its university. There does not seem to be a "recipe" of how to conduct this integration.

AbstractThe purpose of this study is to find out how pupils give expression of a water cycle model and if the model causes any misunderstanding. Two problems constitute the starting point for this investigation. The first question is: how do the pupils explain the water cycle with the help of the jar model (can of glass). The other question is: can the children see any similarities between the can of glass and our earth. Qualitative semi structured interviews with seven pupils in the ages of 8-9 have been used to show the pupils? own thoughts and how they express them.

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.

The development of the web has become an attractive area, with continuously and rapid development in the area it has led to a big change in the way of learning. Learning is a concept with many definitions, but a definition that is many at hand is that learning means that individuals seeking new knowledge and experiences that shape their goals, behavior and environment.With the development of the web a new way of learning emerged, E-learning. E-learning integrates information technology with the traditional learning to offers a flexible way of learning for students where they won't be dependent on time, place or others issues that would prevent their learning. E-learning takes shape of an application, LMS (Learning Management System). Today LMS are widely used in many universities, but with new technique comes new problems. The constant developments of the LMS have made the decision to use LMS difficult.

The main focus of this study is to describe how, and for what reasons teachers use literature and fiction as a pedagogic tool. A qualitative study was made by interviewing four teachers about their language teaching. Working with fiction as a teaching-aid in school can in many ways be favorable to both teachers and pupils. In terms of children?s language development, research shows that using fiction as an educational tool can stimulate pupils? well-being as well as their linguistic improvement.

The aim of this study is to increase the knowledge regarding the selection process of picture books by pre-school educators. My intention is to find out which criteria educators use to select the books. I have restricted the study to pre-school educators, because I wish to find out how they work with the selection process and which criteria and considerations are included. I also want to know if the children have influence in the book selection and how the books get to the pre-school.The study is based on qualitative interviews with educators at a pre-schools in my area as well as relevant publications. The questions the educators were given were semi-structured.

It is common today that many children in Sweden  grow up in families that speak two or several languages. Language and identity building is connected to each other. So is also Languages and learning (Becknert m. fl. 2008:13).

The purpose of this study is to highlight some aspects of the increased usage of tablets in preschool environments by answering the questions: what does the tablet become in the preschool environment, how much freedom does the children have over its usage.To answer these questions a series of observations were made at two different preschools. The observations were then complemented by interviews with teachers at the same preschools.This qualitative study focuses on some of the didactic questions regarding the tablets, based on a theoretical framework that is within the design-oriented perspective; which addresses the children's? autonomy, the institutional framework and affordance.Our conclusion is that the tablet?s introduction in the preschool has helped the teachers in numerous parts of their documentation, but we can also see that the children's opportunities to make choices regarding the tablet are more limited than with any other resource on the preschool. In our results we also see that when the children get access to the tablet they receive a learning experience, which among other things, strengthens their language skills and their social interaction with each other..