The purpose of this study is to create knowledge about the view on play and work with play in Nepal?s preschools. To do that I travelled to Nepal and interviewed people who had an insight in either work regarding play in preschools or the view on play. I used a kind of interview were the person I interviewed got the phenomenon ?play? to discuss and to reason about, without my values.

This study is about exclusion and childrens role-play in Swedish preschools. 8 preschool teachers, in 4 different preschools, have been interviewed about exclusion and low and high rating roles in children's role-play. The interviews was recorded and then analyzed. Relevant research in this study was from Corsaro, Tellgren and Löfdahl amongst others, and the results of the interviews is what this study is based on. The study showed that one of the most common roles in childrens role-play is the role of mother and that the roles children play are based on social norms and values.

This study is about exclusion and childrens role-play in Swedish preschools. 8 preschool teachers, in 4 different preschools, have been interviewed about exclusion and low and high rating roles in children's role-play. The interviews was recorded and then analyzed. Relevant research in this study was from Corsaro, Tellgren and Löfdahl amongst others, and the results of the interviews is what this study is based on. The study showed that one of the most common roles in childrens role-play is the role of mother and that the roles children play are based on social norms and values.

This study is about exclusion and childrens role-play in Swedish preschools. 8 preschool teachers, in 4 different preschools, have been interviewed about exclusion and low and high rating roles in children's role-play. The interviews was recorded and then analyzed. Relevant research in this study was from Corsaro, Tellgren and Löfdahl amongst others, and the results of the interviews is what this study is based on. The study showed that one of the most common roles in childrens role-play is the role of mother and that the roles children play are based on social norms and values.

The purpose of my study is to examine how four preschool teachers go about using the term play in children's early mathematical development. In order to fulfill the purpose of this study, I have the following questions:How the preschool teachers visualize mathematics in children?s play?What reflections have the preschool teachers about the importance of play for children's mathematical learning in preschool?How do the preschool teachers see on their own role in the children's play?In this study, I have conducted a semi-structured qualitative interviews based on the interviews with four preschool teachers from various departments in a preschool. I have also conducted some observations to complete my study. Whereas in my analysis of the researched material, I have used Vygotsky's theory.The survey shows that the preschool teachers are aware of the use of mathematical language and concepts in children?s different activities which were conducted daily in the preschool.

By using the children's own thoughts and stories this theses aim to investigate and illustrate the phenomenon of rough and tumble play and its existence among five year olds in preschool.    The formulations of the questions are:What do children consider as rough and tumble play? - and what characterise that?From without a perspective of rough and tumble play, which kinds of rough and tumble play do the children play in preschool? - and how do those characterise?What makes rough and tumble play possible and accepted for the children to play in preschool?In this thesis I have investigated the questions above by interviewing 11 five years olds about how they consider rough and tumble play in preschool. From without Birgitta Knutsdotter Olofsson's and Torben Hangaard Rasmussen's view about play and rough and tumble play I created a perspective of rough and tumble play, which I used for analyzing the empirics. With rough and tumble play I mean games or plays that includes wrestling, hitting, kicking, pushing, chasing, running or/and the use of weapons against other human beings or other visualized beings or/and human beings.The conclusions are that children has many different opinions of what rough and tumble play is. Depends on who you are asking you will get a different perspective.

This study is about the preschool environment. Earlier studies show that preschool environment affect children?s development and learning. This study will exemplify the perspective of active preschool teachers of how they see at preschool play environment. The aim of this study is to bring insight and understanding on how preschool teachers see upon their play environment and the play that occurs.

The research in this thesis attempts to understand what happens when children (3-6 years of age) interact with each other in the context of free play in two pre-school settings when adults are not involved. The aim of the study was to get a closer look at how children create relationships and how they protect and defend their interactional spaces. Data was gathered through ethnographically inspired methodology, using video observation to capture the everyday interactions of the children. Results were analyzed using a phenomenological approach to peer cultures. Previous research suggests that it is very important for children to maintain their interactions with peers and gaining access to play.

In my degree project I have chosen to write about the social interactions in children?s play. Iwanted to study their free play and the time when their teachers tell them what to play to seewhat their social interactions look like. The purpose with my research is to study whathappens in the social interactions in their different playing situations.I performed three observations of the free play and three observations of the guided play at apreschool to study what social interactions that takes place in the different playing situations.What happens and what patterns can I find in their play.In my research I had some questions that this project rests upon:What happens in the social interactions in the different playing situations?How do the children?s different social interactions look?The children that I have observed showed me that when they are interacting they especiallyuse their cognitive abilities, because an interaction needs a certain mental development.

This thesis is based on research and observations of children on a preschool when playing in the free-play. What do the children choose to play with, when they get to choose for themselves? And how do they play? Do boys and girls together or do they divide themselves up? How important is the free-playing for the development of the child? Genus is also an important element which is interesting to observe and to see different patterns in. The abidance?s have been made while the children have been playing, and from discrete observations notes have been taken.I have been working with material, and literature from distinguished researchers within the subject.

The research in this thesis attempts to understand what happens when children (3-6 years of age) interact with each other in the context of free play in two pre-school settings when adults are not involved. The aim of the study was to get a closer look at how children create relationships and how they protect and defend their interactional spaces. Data was gathered through ethnographically inspired methodology, using video observation to capture the everyday interactions of the children. Results were analyzed using a phenomenological approach to peer cultures. Previous research suggests that it is very important for children to maintain their interactions with peers and gaining access to play.

The present study deals with the importance of play for children's learning in preschool. The purpose is to investigate the importance of play for children's learning in preschool from a pedagogue?s perspective. The study is based on two issues: How does the pedagogue´s who were interviewed reason about the impact the play has on children's development? How does the pedagogue´s approach to make play a learning situation? The empirical data is based on semi-structured interviews with four preschool pedagogue´s.

The aim of this study is to examine educationalists experiences of play as an educational toolin the work to promote the social development in children with autism.The relevant issue, for this study, is: In what way does an educationalist work with play withchildren with autism? What are the results of using play in the educational work? What arethe possibilities and what are the obstacles in using play in educational work?This study has been carried out as a study of literature in the field and qualitative interviewswith five educationalists that are working in a mid Swedish county.The result of the study shows that educationalists have a positive view of using play in theirwork and are using play in varying ways in their everyday work. Using play as a method intheir work always happens according to the ability and condition of the child. They (theeducationalists) think that play has great opportunity and advance as a method and gives thechildren joy, increase their sense of ability, the base for the social participation in play, andthe development of social skills.There is a certain hesitation among educationalists when it comes to using play as a methodfor children with autism , but the most of the educationalists consider play as promoting thesocial development although the development always will happen at the pace(rate)of thechild..

This essay is a philosophical investigation of the relation between children and their play. My aim is to see if children are autonomous when it comes to their play. Is there a moral boundary between those who take part in the play and those who do not? This topic is especially important when it comes to the moral status of a child in the Swedish pre-school. How should educationists act when it comes to children?s play?  Through an analysis of the notions of play and autonomy I show that play can be understood as something of a moral value to the child and if children should be seen as autonomous when it comes to their play.

The present study deals with the importance of play for children's learning in preschool. The purpose is to investigate the importance of play for children's learning in preschool from a pedagogue?s perspective. The study is based on two issues: How does the pedagogue´s who were interviewed reason about the impact the play has on children's development? How does the pedagogue´s approach to make play a learning situation? The empirical data is based on semi-structured interviews with four preschool pedagogue´s.