This examination paper defines how educators work with esthetic, and esthetic learning in pre-school. I have done research by interviewing four Pedagogues. The result shows that the Pedagogues does work with esthetic and practice esthetic learning processes, but their work shift. Some pedagoues practice strong esthetic and some practice more modest esthetic. Some of the Pedagogues are more aware than other of the esthetics influens of the childrens life long learning.

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..

Abstract  The purpose of my study is to see how Pedagogues describe their work with language stimulation in preschool. My study is a case study. Through qualitative interviews and observations with three Pedagogues I want to se how it works in preschool.     My research question was:How do the Pedagogues describe their work procedure with language stimulation?  My result of this study is that language stimulation always is included in all preschool activities.

The aim of this study is to describe successful strategies to include children in free play activities at the preschool. The methods that Pedagogues use to act and work with excluded children will be examined. To get answers to my questions I have conducted interviews with five Pedagogues in four preschools. During interviews they mention two different approaches to encourage free play activity. One way was to participate and play along with the children.

The purpose of this study was to investigate how preschool Pedagogues in Stockholm and in Tornedalen speak about and relate to creative activities. By qualitative interviews in two geographically distant areas, one minority culture and one majority culture, I have collected information from six Pedagogues, three in each area. Values in, and the significance of culture in creative activities have been the main focus. From this study I conclude that all Pedagogues agreed upon the creative activity having an extensive role in the preschool work. The role of the individual pedagogue within the creative activity is multiple and dependent on where, when and how the activity is carried out.

The thoughts of a common school for all children have been around since the 1800?s but was something that was introduced in Sweden first in 1962. When the curriculum for primary school came in 1980 there was a new concept, a school for all. With a school for all it was aimed that all children should have the right to participation and a common education no matter what needs they could have.During my education I have come across the concept a school for all and that is something that interested me. Today?s curricula and school laws aim to ensure that all children have the right to equal education and inclusion whatever needs you have.The purpose of this study is to find out some Pedagogues? thoughts and work around the concept a school for all.

One of the importent things that preschool has to learn are to treat each other as different individuals. That´s why It´s sp importent that we as Pedagogues are aware of the fact that boys and girls are treated different so we can act of our experiences and learn to concentrate on the childrens individuals. We as adults have to set a good exampel.The aim of this stydy was to find out if the Pedagogues treat the children different because of their gender. The purpose was also to se if there were any differences when the children were indoor or outdoor. This study is based on eight observations at two preschools in different activities outdoor  and indoors the preschool.

With this empirical essay I want to research how and why Pedagogues use music in their preschool activities. Music is important to me and in relation to the new educational plan I have cautions about that the esthetic subjects may be less prioritized than before. The purpose with my study is to find out preschool Pedagogues perspective in learning and evolving children?s educational matters through music. I base my literature theories in this study on Vygotskij and Fröbels theoretical perspectives.

The aim of the study is to investigate how Pedagogues working with gesticulation and facial expressions to communicate with children aged 3-5 years. The methods used are observations as well as interviews of educators. My empricial evidence was collected on two different preschools in Värmland County. The Pedagogues are dealing with body language in a conscious way by collections as they sing and they reinforce feelings of characters support. In my conclusion I have come come to the conclusion that there is no difference on how male and female educators use gesticulation and facial expressions without its personality traits and body language often are unconsciously in conversations with children..

Abstract  The purpose of my study is to see how Pedagogues describe their work with language stimulation in preschool. My study is a case study. Through qualitative interviews and observations with three Pedagogues I want to se how it works in preschool.     My research question was:How do the Pedagogues describe their work procedure with language stimulation?  My result of this study is that language stimulation always is included in all preschool activities.

The thoughts of a common school for all children have been around since the 1800?s but was something that was introduced in Sweden first in 1962. When the curriculum for primary school came in 1980 there was a new concept, a school for all. With a school for all it was aimed that all children should have the right to participation and a common education no matter what needs they could have.During my education I have come across the concept a school for all and that is something that interested me. Today?s curricula and school laws aim to ensure that all children have the right to equal education and inclusion whatever needs you have.The purpose of this study is to find out some Pedagogues? thoughts and work around the concept a school for all.

The purpose of my study is to explore which possibilities there are for movement activities and how to use those possibilities. From this study, I will help the Pedagogues recognize how to work more or different with movement activities.I have used participant observations and interviews as methods for my study. I did this at one preschool, because it is a development-study. The observations lasted for two weeks and the interviews were made with the majority of the Pedagogues at the preschool.  The results of my study showed that the preschool teachers think that movement activities are an important part of children?s lives.

Abstract  Nilsson, J. (2011) Waldorf preschool and municipal preschools - How they look at the preschool curriculum. Degree in the teacher education program. Gävle. University of Gävle.

The purpose with my examination is to make a contribution to how, as a pedagogue, you can work to make it easier for pupils with Aspergers syndrome that are integrated in an ?average? class. I will concentrate my work to these questions: how Pedagogues can work to make it easier for pupils with Asperger syndrome that are integrated in an ?average? class. If it affects the other pupils in the class when pupils with Asperger syndrome is integrated in the class and also if it affects the Pedagogues work having these children integrated in their ?average? class.I have decided to study research and other literature and also to do two interviews to find out how Pedagogues can make it easier for children with the diagnosis Asperger syndrome.

The thoughts of a common school for all children have been around since the 1800?s but was something that was introduced in Sweden first in 1962. When the curriculum for primary school came in 1980 there was a new concept, a school for all. With a school for all it was aimed that all children should have the right to participation and a common education no matter what needs they could have.During my education I have come across the concept a school for all and that is something that interested me. Today?s curricula and school laws aim to ensure that all children have the right to equal education and inclusion whatever needs you have.The purpose of this study is to find out some Pedagogues? thoughts and work around the concept a school for all.