The main objective of this study was to find out what pedagogical documentation does and to get knowledge of what you may need to consider in order starting a process of change with a focus on pedagogical documentation. To get answers to my questions, the study is based on pedagogical theories from scientists and interviews with three preschool teachers who have different experience on documentation. My main questions were: What characterizes a pedagogical documentation? What tools / materials do I need to do a pedagogical documentation? What is important to consider when starting the process of change with pedagogical documentation? The result shows that pedagogical documentation is an approach that is based on that one is curious, interested, observant, listens, talking and researching with children and colleagues. You give the kids great participation which you can then pick up the children's learning processes and reveals that the business and the children develop according to curriculum objectives.

In this study, we aim to analyze how the terms documentation and pedagogical documentation respectively are portrayed in the curriculum (skolverket 2010) as well as in the curriculum complementary material (skolverket 2012). The analysis is performed by use of critical discourse analysis. We used published research as a theoretical base to analyze the empirical data against. Our aim is to increase the understanding of how the terms documentation and pedagogical documentation are used in the various policy documents and what messages these documents relay concerning the aforementioned terms.We aim to give some answers to the following questions:How to interpret the term documentation in relation to the term pedagogical documentation.How to interpret the ways the terms are promoted in the policy documents. We conclude that the term documentation is vastly more open to interpretation than the term pedagogical documentation. We note that the curriculum exclusively use the term documentation and stress the importance of using a variety of documentation forms.

In this qualitative study of students? methods of calculating subtractions, I have used interviews, subtraction exercises and analysis of teaching material. The purpose of my study was to explore which methods students in grade three uses when calculating subtractions. I also wanted to highlight which strategies the students use and their comprehension of the concept of subtraction. In the study, I also highlight the different pedagogical ideas on which the teaching material is based on and the students? choice of methods.  The study shows that the students choose to use the methods?deduct? and ?kind of number? independently.

This essay examines computer and video games and their capacity of being useful in teaching sessions. Focus is being put at a possible pedagogical potential and how it is being expressed in games mechanics. To get answers on these subjects? studies by Professor James Paul Gee and Jesse Schell is used together in creating a model for analysis. With this model together with a narrative analysis this essay hopes to give clarifications on if a pedagogical potential is present and if so, how it is being expressed.Studies in this paper shows that a pedagogical potential is overall present in used material.

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 problem presented in this masters thesis is: How can pedagogical theory be used to illuminate and analyse attitudes of librarians in reading promotion activities for children and young people? The aim is to investigate librarians pedagogical role and attitudes in reading promotion activities for children and young people. The following questions are asked: · How can the pedagogical role of librarians be understood on the basis of different pedagogical perspectives? · How do librarians describe their pedagogical role in reading promotion activities for children and young people? · Is there a relation between pedagogical perspectives and the ways in which reading promotion methods are developed by librarians? Reading promotion methods investigated are booktalk, discussions on reading and summer reading challenges for children and young people. The methods used in the study are literature studies, qualitative interviews and observations.

The objective of this study is to investigate a new Pedagogical material called 4DFrame, how it is experienced by informants and how suitable it is in education - in particular mathematics. Socioculturalperspective has a central role in this study when students are given opportunities for linguistic and social interaction during the experiment with the new Pedagogical material. The methodology for this study has been visits, interviews, and observations. The study reveals that there are different views on the didactic potential for mathematics of the new teaching material, though no conclusions can be drawn regarding whether this material is more or less suitable in teaching since no research have been found that compares this with other Pedagogical materials. Both national and international studies show the need to find alternative and better ways to make mathematic education meaningful.

This Master?s thesis examines library courses, a relatively new form of user education. Our focus is on the pedagogical point-of-views reflected in the text in these library courses. The primary purpose of the study is to analyze the pedagogical discourse displayed in the library courses to determine if the perspective is behavioural, cognitive, constructive or socio cultural. We are investigating if the pedagogical discourse differs from course to course, and if so, how are they different? In addition we aim to find out how the pedagogical discourse in the library courses relates to university websites and governmental and legal texts, at the discursive and social practice level.

The purpose of this study was to examine some teachers thought about the educational indoor environment in free preschool. With free preschool this study means a Swedish specially adapted to parents/adults and their children and for a typical type of children who are 0-5 years old. Questions to the study were:? How do some teachers in free preschool perceive that they are adapting the preschool indoors environment to children and learning?? How do some teachers in free preschool perceive that they are adapting the preschool indoors environment to children and learning to attract children to the pedagogical environment?In this study I used qualitative methods and interviewed five teachers and preschool indoor environment is observed. I applied the socio cultural perspective to my study.

Purpose: The purpose of this paper is to highlight three preschool teachers and three child nurses? views on the educational work tool pedagogical documentation and Reggio Emilia educational philosophy, often associated with pedagogical documentation. Preschool teachers and child nurses? are all employees under the same pre-school director, and works on three preschools located in the same area. The purpose of the selection of respondents is based on highlighting how far the staff describes the concept of educational documentation, and pedagogy of Reggio Emilia, and how far their statements are consistent with each other or not.Questions: The thesis is based on three questions;How does preschool teachers and child nurses? describe pedagogical documentation?How does preschool teachers and child nurses? describe the Reggio Emilia pedagogical philosophy?If there are differences between the preschool teachers and child nurses?, what could these mean for the pedagogical documentation in preschool?Method: The study is based on empirical data collected through qualitative interviews.

The degree project aims to gain a deeper understanding of how pedagogues are working with pedagogical documentation, as well as the significance of reflection in the educational work with children.The survey was implemented on two Reggio Emilia-inspired preschools and is based on a qualitative study using semi-structured interviews with open questions, where six pedagogues shared how they view the pedagogical documentation.The study is seen from an epistemological perspective. The results show that pedagogues place great emphasis on reflection as a tool for a visibility of children´s learning and development. Pedagogues respond to children´s questions with a question at issue to challenge the children to develop their own hypotheses for problem solving.Keywords, pedagogical documentation, reflection, learning process..

The purpose of this thesis is to draw a picture of pedagogical work at the senior level with a critical perspective of information and media. As a method for gathering material for the analysis, a case study was made with qualitative interviews together with documents that describe the case. Relevant literature for the subject has been used as an introduction and as a theoretical basis. The literature concerns subjects such as a childrens relation to media, the schools intructions, the role of the school library and some theories regarding learning. The conclusion is that the respondents focus on conversations and reflection regarding the sources of information and its use, and that the childrens adaption of the material is an important factor in teaching.

The purpose of this study is to give a description of how six pedagogues in the third and fourth grade teaches mathematics and which working methods they use. When using the term working methods it is implied that it can for example be outdoors pedagogic, laboratory material, problem solutions et cetera. This material can both be an everyday material or a Pedagogical material. The research was carried through by interviews and observations. Six pedagogues were interviewed in two different districts.

The Pedagogical progression within MSI ? Based upon The Bologna Process and UPC.In a near future several of the European countries will begin working after new guidelines concerning a declaration called the Bologna process. Everything will be done one step at a time and the declaration will change the way the students are being graded, all this for the sake of making the European labour-market moreopened for all of its millions of students.In Växjö this process is in the making, but to adapt to the future demands the school must also change its ways of teaching.To increase its quality the University has put together a procedure of actions to improve the pedagogical working method in all its institutions. In this essay we would like to elucidate how the work with the Bologna process is proceeding within the institution of Mathematics and System Engineering and whatthey do improve their pedagogical teaching. By doing a qualitative case study on the student at the Computer Science Program we wish to find the answers to our questions..

With the curriculum Lpfö98, and its revised version 2010, the demands for evaluation of the quality of the preschool have been emphasized. Accordingly, the activities need to be systematically documented, followed up and assessed, to be improved. Most importantly, this includes continuous follow up, documentation and analysis of the development and learning of the children. This is usually carried out by means of pedagogical documentation, but how this working tool should be used in practice is not totally clear for all pedagogues. The aim of this study was therefore to investigate how pedagogical documentation is performed, assessed and made accessible for the children, parents and staff-members, in practical preschool work.In the study, four pedagogues (two preschool teachers and two pedagogical mentors), working in two different preschools where the Reggio Emilia concept is practiced for pedagogical documentation, were interviewed using a semi-structured questionnaire.The informants described pedagogical documentation as a complex and time-consuming working tool, albeit necessary and helpful to fulfill the requirements of the curriculum.