Background: How small children sleep influence the whole family. Sleeping problems, could influence children physical, mental, emotionally, cognitive and socially. When parents get waked by the children, who wake by themselves in the middle of the night, the parents do not always now what to do. Aim: The aim of this study was how children sleep and how it influence their parents sleep habit. The question formulation was threefold: Firstly.

The purpose of this essay was to study how school welfare officers cooperate with other school staff, regarding children in vulnerable positions, and how the school staff apply their obligation to report to the social services if they have concerns regarding children at risk, according to the law of social service, SoL.We have especially focused on questions concerning cooperation, both between the school staff, and between the school and the social services. We also wanted to identify some of the restraining factors and dilemmas that could come up during the process of reporting children at risk to the social services. The study was based on qualitative interviews with ten school welfare officers from the same municipality.Our conclusions of our study are that there exists a well-developed cooperation between several organizational levels, including the school welfare officers, other professions in the schools and the social services. There were though opinions among the school welfare officers that they wanted to increase their professional claims in relation to the school nurse, due to their larger competence in talking to children. Regarding the formal responsibility to report to the social services, a majority of the school welfare officers felt they had access to the support they needed from both their principal and the students healthcare-team, and that they were not left alone in the process..

The aim of the study was to investigate peer interaction among toddlers 12 to 30 months of age and the teachers? ways to direct the children?s play in outdoor free play situations in a Swedish preschool. Data was gathered through direct observation, and the phenomenology of Merleau-Ponty in combination with the assumption of children as social actors built the theoretical framework of the study. The results showed that the toddlers used different strategies to invite peers to interaction and made use of strategies in entering ongoing play that previously have been observed among older preschoolers. These strategies, bodily and therefore in accordance with the phenomenological approach, support the assumption of toddlers as social actors that actively engage in and make sense of their life worlds in the preschool.

The aim of this study was to explore how young students can be taught during their first year of learning English towards the A1 level according to The European Framework of Reference for Languages, and how the students understand their own learning. The study was carried out in two different classes but with the same teacher, who is qualified to teach English to young learners. The result is based on the analysis of a total of twelve observations of English lessons in two classes in school year one and eight group interviews with the students. Recurrent ingredients through all lessons were activities such as listening to teacher talk, watching films or film clips, singing songs and doing rhymes, using drama activities, talking about the meaning of learning English, practicing guessing competence and learning new vocabulary. The teacher consistently talked about and taught different strategies for language learning.

The aim of this Master?s thesis is to investigate the factors of children?s voluntarily reading in their spare time. We also want to know if the children choose non-fiction books for their voluntarily reading. The method as well as the empirical basis of this study is qualitative, with interviews of twenty-eight children in ages between 9 and 12 years. We conducted nine interviews with 3?4 children in each group.

The aim of this Master?s thesis is to investigate the factors of children?s voluntarily reading in their spare time. We also want to know if the children choose non-fiction books for their voluntarily reading. The method as well as the empirical basis of this study is qualitative, with interviews of twenty-eight children in ages between 9 and 12 years. We conducted nine interviews with 3?4 children in each group.

My objective for this project was to create a short but thrilling 2D-animation intended as promotion for an online comic book. The purpose of the project was to learn more about animation and graphics, to further my artistic skills and to learn how to work in Adobe After Effects. I also wanted to learn more about scheduling, project methods and how to handle stress. During the ten weeks of the project I have created the story, the storyboard, the character design, the backgrounds and the animation. The voice over was recorded with the help of a fellow student who also made the music and the sound effects.

Children shoes today is designed with the idea that there feet need a lot of support.Due to this the shoes are stiff all over and children are not recommend to wereshoes when they learn how to walk1. It is also quite difficult to squeeze there feet into these shoes.My project is about minimizing the gap between learning how to walk bare footindoors to take the first steps outside. And while doing that create a collection ofshoes and create a new brand; My First Sneakr.My First Sneakrs is inspired by retro sneakers, hiphop- and street culture. Theshoes are colored with attitude and the models are unisex. The outsoles are soft tomimic the bare foot feeling.The shoe has an opening feature in the back, making it easy to put on.

This study is about differences in knowledge regarding animals. In the study five year old preschool children from a city were compared to five year old preschool children in the suburbs with multicultural background. The study is also about where children´s knowledge about animals comes from and how educators can make a positive difference. To find this out standardized interviews was used on 23 children from four different preschools, two preschools in the suburbs with 15 children and two preschools in the city with 13 children. A survey was sent out to the educators within these preschools to gather background information on what the children do regarding animals.

The aim of this Master?s thesis is to investigate the factors of children?s voluntarily reading in their spare time. We also want to know if the children choose non-fiction books for their voluntarily reading. The method as well as the empirical basis of this study is qualitative, with interviews of twenty-eight children in ages between 9 and 12 years. We conducted nine interviews with 3?4 children in each group.

In this essay we study the practice of teaching and learning through aesthetic learning processes in a Waldorf School. Through an ethnographic field study three Waldorf teachers have been interviewed about their views regarding in what ways aesthetic learning processes are present in their teaching and how learning through these processes is being carried out practically. For the study a specific class has been observed during three days in a Waldorf School in Stockholm to examine how the aesthetic learning processes are being performed in practice.Through the study we have reached the conclusion that in this particular Waldorf School teaching is being performed artistically and through aesthetic approaches and perspectives. This way of teaching is being carried out not only in the aesthetic subjects but also in the theoretic. The results of the study show that aesthetic learning processes are present in almost all of the subjects in this Waldorf School..

The study is of qualitative research method, where the interviews are the main material for the study. This study aims to analyze teachers and pupils perspectives on outdoor education in the early years of the elementary school. The main reason for this study is that all the literature in the area tends to lift up the positive aspects of the field. While the practice of education tends to go the other way, where the majority of our children?s classes takes place inside the classrooms.

AbstractThe aim of this study is to retrieve knowledge about how teachers in the preschool talk about children?s participation and influence in the work of pedagogical documentation, and what they think about children?s integrity associated whit it. I have used qualitative interview as method, and I have interviewed five teachers from four different preschools. The result from my study shows that the teachers don?t see so much of children?s participations and influence in the work of pedagogical documentation.

The purpose of our thesis has been to study Social Workers view of children?s needs and how they work with children?s needs when they are orphaned because of HIV/Aids in South Africa. The question formulations we used to answer our purpose are:? What needs do the Social Workers consider the children to have?? How do the Social Workers work with children?s needs?We have a qualitative methodological approach in the thesis, where we have performed four interviews with four Social Workers on different organizations in and around Cape Town, South Africa. The presentation of the empirics is made as a summary with representative quotations, which we have interweaved with earlier research and theoretical conceptions.

Children?s utterances have been studied in different languages; however, only a few studies refer to Swedish. The aim of the present study is to describe utterance types, subordinate clauses and utterance length for a group of three and four year old Swedish children without known functional impairments.The study included 29 children, 17 girls and 12 boys, in a larger city in the south-east of Sweden. The children, all native Swedish speakers, were aged 3;0 to 4;11. Sound recordings were made during a playing session with one of the authors in the children?s day care centers.The utterances were divided into the categories elliptical responses, incomplete and partly unintelligible utterances, imitative utterances and independent utterances.