Preschool is an important social arena for children. This might be the first time that children find themselves in a larger social context and create their first peer-relations. The aim of this study was to examine children?s peer-relations with particular focus on the acts of social exclusion and inclusion, and how children use different strategies to exclude and include each other. Another aim was to investigate how both verbal and non-verbal communication is used in these processes.This study has an ethnographic approach, and the use of video observation as a method enabled us to capture the children?s everyday interactions at preschool.Our results show that children use a number of different strategies to exclude other children that seek access to an ongoing activity to protect the interactional space that they already share.

Denna studies syfte är att undersöka institutionella demokratihändelser i förskolan utifrån följande frågeställningar. Vilka möjligheter ger förskolan som institution barn till individualistiska demokratihändelser? Hur kan förskollärare möjliggöra individualistiska demokratihändelser för barnen i förskolan? Hur kan förskollärare synliggöra individualistiska demokratihändelser i förskolan? För att möjliggöra ett undersökande av institutionella demokratihändelser i förskolan och för att kunna besvara studiens frågeställningar på bästa sätt har semistrukturerade intervjuer använts som metod. Fyra förskollärare från en förskola i en mellanstor svensk kommun har deltagit i intervjuerna. Resultatet visar att förskolan som institution ger barn goda möjligheter till individualistiska demokratihändelser under vissa förutsättningar. Vidare visar resultatet att förskollärare kan möjliggöra individualistiska demokratihändelser i förskolan genom att aktivt arbeta för en tillgänglig och tillåtande miljö med trygga barn. Resultatet för studiens sista frågeställning visar att ett synliggörande av individualistiska demokratihändelser i förskolan kan ske genom förskolans utvärderingar och dokumentationsarbete..

The aim of this thesis is to describe how to work with the development of language by reading aloud. I have chosen to look at the reading aloud project "Boksnurran" Book Wheel to see if it has influenced the daily work with reading in preschool. My questions are: How do they work with reading in preschool? Is the reading environment suitable? How do the staff describe their booktalks? What problems do they encounter? What can be improved? The thesis is based on qualitative interviews. Those interviewed have participated in "Book Wheel".

The purpose with this thesis was to study the special pedagogical perspectives that stood out in documents written by the special teachers in preschool. In order to maintain the thesis research questions a text analysis was carried out on the document ?Handledningssamtal? that was used by the special teachers in their contact with the teachers in preschool. The documents were analyzed based in the special educational perspectives and the results and measures from the analysis were divided into three levels; individual, group and organizational level. Finally a study of the connection between the analysis and the measures was carried out and the result was reported in a typology schedule inspired by earlier research.

Syftet med studien är att få en djupare förståelse för hur lunchmåltiden ser ut på förskolor med olika pedagogiska inriktningar. Detta får vi genom att undersöka om man kan se spår av dessa under måltidssituationen. I studien tar vi även reda på vilka spår av Lpfö 98 som framkom under lunchsituationen. Inriktningarna som ingår i arbetet är Montessori, Reggio Emilia och ?I ur och skur?.

Individual adaption to the student´s needs is a recurring main theme in the new Swedish curriculum (Lgr11). The purpose of this qualitative study is to examine how teachers work with individual adjustment for students with reading and writing difficulties. The study was based on five questions;In what way do teachers organize their teaching in the classroom individually for students with reading and writing difficulties?What methods do they use for student´s with reading and writing difficulties?What difficulties do they encounter in their teaching?How do the teachers reason to curriculum goals regarding individual adaptions?How do they think about their own knowledge regarding reading- and writing difficulties and dyslexia?The method for my study was qualitative interviews. Five teachers were interviewed in semi-structured interviews.

The purpose of this study is to examine how two educators at a preschool that is located in a neighborhood south of Stockholm works with TAKK with children who has Down syndrome in a language promotion purposes. The aim is also to investigate what teachers think about using TAKK with children without special needs and children with Down syndrome.In this study, I used qualitative research methods. I've used both observations and interviews to get answers to my questions. The theories which I have used in this thesis is, socio-cultural perspective, including integration and segregated integration.In order to find out how the educators work with TAKK I have asked these questions:How do the educators work with TAKK with children with Down syndrome from a language development perspective?What do the educators express about using TAKK with children without special needs and with children who has Down syndrome?My conclusions to these questions are that the literatures I have read in many ways are consistent with how they work.

The purpose of the study is to analyse the representations of Jewish festivals and how they affect the teaching in three textbooks for Religious Education 1 in Secondary Upper Education. The textbooks are Religion och livet (2007) written by Börge Ring, Religionskunskap för gymnasiet (2009) written by Lars-Göran Alm and Religion 1 för gymnasiet (2012) written by Lennart Göth, Katarina Lycken Rüter and Veronica Wirström. The basis for the study is the phenomenological perspective as described by Émile Durkheim and in particular Carl-Henrik Grenholm and Karl-Johan Illman. It tells that religion cannot purely be understood as a religious belief without its rituals. This phenomenological perspective on religion both the curriculum and syllabus encourages.

According to the Läroplan för förskolan, Lpfö 98, are pre-schools suppose to introduce the written language and embrace childrens curiosity about the ability to communicate with the written language. The purpose with this research is therefor to study the attitudes of pre-school teachers towards three- to five years olds writing and also to shred some light over which role teachers and other adults have when children learn to write. The earlier research contains different theories about how children in pre-schools conquer the written language and the teachers role in this process. Teachers attitudes towards and thoughts about childrens early writing could be made visible through interviews with teachers who all currently work at pre-schools. The results indicate that pre-school teachers have different attitudes towards childrens early attempts to write.

Our work is based on a mathematics test which the students accomplished, interviews with student and teachers who are working on this program and the current literatures. The purposes of this work are to search the importance and the effect of the languages understanding in students learning of mathematic in the Individual high school curriculum. In total, sex students and three teachers took part in our study. Tow of the students is mother tongue language student and the remains are second language student. Our study should answer tow important questions:? Do the student in the Individual high school curriculum have the fundamental knowledge in mathematic?? How does the understanding of Swedish language effect in the understanding of the mathematic problems and in the students results in mathematic test?In order to answer those questions, the students have to complete a mathematic test that consists of four parts.

The purpose of this study is to present a comparative analysis of seven literature anthologies for the Upper Secondary School, from 1968-2004, to investigate how much space Esaias Tegnér is getting and how many and which of his works that is presented in these anthologies.The study is set against the hypothesis that Tegnér is getting a reduced space in the anthologies because of his connection to Romantic nationalism, which after World War II has been associated to the themes and ideology of the National Socialism. In view of this I have asked myself if Tegnér is getting a reduced space in the literature anthologies for the Upper Secondary School. My study shows that this is the case.One can also see clear trends in a subjective approach towards the author. In the anthologies where Tegnér have had a strong prominent role, he is retaining his position even in later editions. Over the entire period of 1968-2004 he is getting a less prominent role, although he is generally presented as the greatest poet of his time.I have also examined the discussion of Tegnér during that period to see if you can find any connection between the discussion about Tegnér and the change his work gets in the literature anthologies.

This masters thesis consists of a translation of acts I-IV from Dion Boucicault?s play London Assurance, a theoretical comment on the translation and a comparative study of asides. It is divided into four parts: an introduction, presenting the work and my translation strategy, as well as a short stylistic analysis; source text and translation; a theoretical comment, mainly based on theories from the field of Translation Studies, but also theories on lingustics and literature; and a comparative study of the use of asides as a theatrical convention in English and Swedish drama.The main focus of my translation strategy is to keep or adapt features that give the audience a sense of the cultural context where the play takes place, as well as the time ? fashionable society in early Victorian England, while providing a text that is performable and speakable for the actors, and which preserves the humor present in the source text. .

I did my degree project together with Universeum AB. The project had the work title: children?s world and the aim were to give children between 3-8 years old a place that was especially made for them. With their interests and needs in mind the area should trigger play but also learning through a well planned pedagogical environment.I did this project because I thought this was an excellent opportunity to really practise my new gained skills I had learned during my two years in CCD (Child Culture Design). It also gave me the opportunity to actually see how well my knowledge was working when it was put to the test, and I did learn a lot from this.Together with a crew of 6 people I developed and designed the area.

In recent years, the characterization of the Third World and its inhabitants in West-originated children?s books has been subject to debate. Media attention around a selection of books has generated discussions on how this relates and aligns with Sweden?s national teaching curriculum. The objective of this study is to explore how a selection of authors, born in Western countries, have characterized and presented the Third World and its inhabitants in its literature.

Titel: Andra Avenyn - och den andra genrationens TV- tittare.Författare: Nadja Andersson, Jiwar Roshan.Kurs: Examensarbete i Medie- och kommunikationsvetenskap, Institutionen för journalistik och masskommunikation vid Göteborg universitet.Termin: Vårterminen 2008.Handledare: Marie Grusell.Sidantal: 43 exklusive bilaga.Syfte: Att undersöka uppfattningarna kring streamandet av Andra Avenyn hos de som följer serien genom SVT Play.Metod: Kvalitativa fokusgruppsintervjuer, samt en kvalitativ personlig intervju.Material: Tre fokusgruppsintervjuer med tre personer i varje fokusgrupp. Dessutom en personligintervju. Samtliga genomförda i Göteborg.Huvudresultat: Vårt resultat visar att Andra Avenyn- streamarna är positivt inställda till såväl seriens innehåll som till verktyget SVT Play. Man uppskattar möjligheten att själv kunna bestämma när, var och hur man ser på serien. Samtidigt ser man vissa brister med tekniken.