I have examined acclimatization models in pre-school. My emphasis is on the shorter acclimatization models. To begin pre-school is a big change, not only for small children, for the whole family as well. It is important to get a good acclimatization in pre-school, and one of the things it takes to achieve that is to interact with the parents. The reason why I chose this subject was because we have not studied much literature about this subject during our education to become pre-school teachers.

My purpose with this paper related to my questions was to find out how professionals preeschool teachers working on multilingualism. I also wanted to get answers on how Pedagogues in the preeschool may promote multilingual children´s language development, the factors that promote multilingual children´s language development and the role parents have in the language development of multilingual children. I chose to do my study in the form of interviews with professional preeschool teachers and interviewees described including the need for more knowledge of Pedagogues around multilingualism. My result based on theoretichal background and the study is that Pedagogues should let the children´s all languages esemble together. A factor influencing the multilingual children´s language development is ambient attitudes to multilingualism.

My purpose with this paper related to my questions was to find out how professionals preeschool teachers working on multilingualism. I also wanted to get answers on how Pedagogues in the preeschool may promote multilingual children´s language development, the factors that promote multilingual children´s language development and the role parents have in the language development of multilingual children. I chose to do my study in the form of interviews with professional preeschool teachers and interviewees described including the need for more knowledge of Pedagogues around multilingualism. My result based on theoretichal background and the study is that Pedagogues should let the children´s all languages esemble together. A factor influencing the multilingual children´s language development is ambient attitudes to multilingualism.

The purpose of this study is to look into if the Pedagogues who participate in this study treat children differently depending on their sex. The purpose was then divided in three research questions which were: Attention: How much verbal attention and eye contact with the pedagogue are girls/boys getting? Choice of words: Are there any differences in the choice of words the Pedagogues are using against girls/boys? Address: How does the pedagogue address girls/boys, are there any differences? The tone of the voice and how the pedagogue address girls/boys belongs in this category. The study was observed with video camera in four different circle time situations, two circle times for each preschool. Data were then analyzed with an observation schedule based on the three research questions.

Today there are many students in schools with a wide variety of different behavioral disorders. Among these disorders you can find ADHD. We have selected to research how Pedagogues respond to students with ADHD. The essay will address the issues concerning the Pedagogues own knowledge about ADHD. This essay will problematize if Pedagogues find their knowledge about ADHD sufficient enough to respond to students with ADHD and other students without diagnoses of one of the class equivalent manner.

AbstractThe signification of the eyesight for children?s development and learning- how do Pedagogues support and stimulate children with defective vision in their development and learning in pre-school?These issues are based on my purpose of the field survey investigations, where I have interviewed three Pedagogues and also performed an observation.My main conclusion and results describe that the vision is the high-powered engine in children?s development and learning. It also tells us that those around the children are very important for optimum development and learning, especially when it comes to supporting and stimulating children with defective vision in their necessities. Our other senses are a compensation to make it easier for children with defective visions in their lives. But all our senses are equally important for children with defective vision as they are for seeing children in their development and learning with their whole body in pre-school.Keywords:Eyesight, children with defective vision, development and learning in pre-school, Pedagogues, pedagogical support and stimulation.

In this essay, I have examined what has been studied and presented in the theory of ICT in schools. I have based my theory on Arne Trageton?s book Att skriva sig till läsning ? IKT i förskoleklass och skola (2005) and theories on children?s reading and writing development.The purpose of this study is to determine how teachers and children experience teaching with Trageton?s ICT-based model Att skriva sig till läsning and whether the model is beneficial for children's first reading and writing.Through qualitative interviews with two Pedagogues from the same school and some children from first grade, I have received answers to my two questions:How do Pedagogues and children experience ICT-based teaching in the context of children's first reading and writing?How do Pedagogues experience the reading and writing development in first- and second-language students when using ICT-based teaching?The results showed that both Pedagogues and children were positive about the model in which the computer was used as a writing tool in learning to read and write. The teachers felt that the model was suitable for all children according to their conditions.The children saw the writing as very enjoyable. For the ICT-based teaching to work properly, the technology has great significance.

The purpose of this study is to investigate the reading methods that Pedagogues, active in classes 1-3, use in the first stage of learning to read and how they consider their own choices of methods. In the theoretical background I sort out the basic differences between synthetic and analytic methods of acquiring the skills of reading. The analytic reading method means that the skills of reading starts with the complete text in order to later analyze the parts of the text. The synthetic method approach is based on a reading method where the parts are linked as a whole. The two methods are considered antipodes but can also be looked upon as complements in the current governing documents.

In the early nineties leisure-time pedagogic establishments moved in to school. The aim of the study is to try to find out how leisure-time Pedagogues, who have been working for a long time, experience the moving of their establishment in to school and how this affect their practical work and their profession.The study is based on interviewes with four leisure-time Pedagogues, who all have been working before?and therefore have experienced the time before?during and after their establishment moved in to school.These interviewes were recorded and later fully transcribed in preparation of analysis. Data was analysed with the help of the sociology of Pierre Bourdieu as a basis. Findings of the study suggest that the leisure-time Pedagogues find it positive to be able to cooperate with teachers and other professional groups working in school, they explain how it enabels themselves to see pupils from a different angle and for others working in school to see pupils from a leisure-time pedagogue angle.Some of the Pedagogues explain that they find it hard to work with big groups of pupils, or in small surfaces, which they did not have to do before their establishment moved into school.

The school inspectorate surveys illustrates problems and difficulties for teachers to suit individualized instruction. Therefore, the purpose of the study to investigate whether and in what ways some Pedagogues experiences and practice offers the individualized instruction that the governing documents require. The study is based on a qualitative method in the form of semi-structured interviews and observations with four experienced Pedagogues. I have been using Piaget's theory of the concrete material's importance for learning and also Vygotsky's theory of the proximal development zone. The results showed that Pedagogues understand the importance of individualized instruction.

The purpose of this investigation is to compare the teaching in reading of three Pedagogues in form 2 in three different schools from a second language perspective. Among other things it implies to investigate how the Pedagogues think of teaching in reading and the reading field to be compared with if these fields are adjusted to a diverse cultural perspective. This investigation is carried out through observations and interviews. To compare the schools they have been picked out from the number of pupils and the number of second language pupils, that is 15 %, 67 % and 95%. The investigation also includes how the Pedagogues weigh the pros and cons within reading and working methods.The further reading is built upon theories and previous research that have an attachment to the view of the sociocultural and the diverse cultural perspectives of teaching.

The school inspectorate surveys illustrates problems and difficulties for teachers to suit individualized instruction. Therefore, the purpose of the study to investigate whether and in what ways some Pedagogues experiences and practice offers the individualized instruction that the governing documents require. The study is based on a qualitative method in the form of semi-structured interviews and observations with four experienced Pedagogues. I have been using Piaget's theory of the concrete material's importance for learning and also Vygotsky's theory of the proximal development zone. The results showed that Pedagogues understand the importance of individualized instruction.

The aim with this study was to give and receive an insight of children?s participation during one day in a preschool. Answers we were interested in finding out were how Pedagogues act in relation to children´s influence, participation and interests and how this shows in the pedagogical context. Our own interest of children´s participation was influenced by the new revised curriculum that took place in 2010. Nowadays the Pedagogues? have to be more active and reflect and document children´s influence and participation, and therefore we wanted to use this opportunity to create a picture of how Pedagogues deal with these new guidelines.We have with an ethnographic inspired approach performed a qualitative study with data collected during one day with focus on children´s influence, participation and interest in one preschool section.According to the result children?s participation and influence this day were controlled by the pedagogue.

Our essay starts with two self-experienced stories where we describe how we as Pedagogues act when children do not behave as we wish. We examine the different perspectives that can influence us Pedagogues to act as we do. Our narrative about Kevin, seven years old, shows how he is excluded from his school mates as they perceive him as disruptive. Also the narrative about Pelle six years old is about his dislike of an activity he is forced to attendag ainst his will.The study is based on a hermeneutical method where, through the interpretation of different perspectives, we discuss several aspects that affect us in our actions. The perspectives we have chosen to highlight are treatment of children, organization, power structures, communication and reflection.Our narratives differ from each other in the way that the recreation instructor Ulrika has no mandate over her situation on this particular day she helps as an extra support in a class atschool.

The purpose of this study is to examine the situation of the school for boys 15-21 years of age lacking compulsory school attendance and is being located at five residential care units from the Pedagogues? point of view. The study was conducted by interviewing four pedagogical leaders and two teachers. The results demonstrate that the boys can choose the subjects they study as well as the amount of time they spend on studying each week. The teachers include non-learning activities during their lessons.