The purpose of my study is to illumine the aesthetic learning process significant in the preschool. Focus has been on allowing educators in different preschools to answer questions valid the use of aesthetic learning processes. I chose to do my study using an opinion poll and a literature review. The result shows that the preschools use aesthetic learning processes and according to the educator?s aesthetic learning process is a very important tool for education in the preschool.  The notable in this study is that the educators have different views of what aesthetic means. The first view is that you only work with aesthetic subjects.

It is important to work with economic, social and ecological dimensions in order to reach sustainable development. Furthermore, these dimensions are supposed to work opon together. Green Flag´s aim is to process these dimensions in the thematic work in preschool, where children are involved. The aim of this study is to find out how certificated Green flag preschools work with the three dimensions in the education of sustainable development practically and how the children participate in this work. I have used a qualitative semi-structured interview to find out preschool teachers´ thoughts and opinions about how they work with sustainable development and how they make the children involved.

The aim of this study is to examine how preschools contribute to the forming of identity in children, with a specific focus on the quiet and socially withdrawn child. How do the teachers describe the quiet child and the socially withdrawn child? Are there any opportunities for children to be quiet/withdrawn in preschools? These questions have also been analysed from a gender perspective. The method chosen is qualitative method. Nine preschool teachers from two Swedish preschools have been interviewed.

The aim of the study was to investigate peer interaction among toddlers 12 to 30 months of age and the teachers? ways to direct the children?s play in outdoor free play situations in a Swedish preschool. Data was gathered through direct observation, and the phenomenology of Merleau-Ponty in combination with the assumption of children as social actors built the theoretical framework of the study. The results showed that the toddlers used different strategies to invite peers to interaction and made use of strategies in entering ongoing play that previously have been observed among older preschoolers. These strategies, bodily and therefore in accordance with the phenomenological approach, support the assumption of toddlers as social actors that actively engage in and make sense of their life worlds in the preschool.

AbstractIn my work on language development in preschool the purpose was to examine how and to what extent the pre-school supports children with special needs in their language development. Trough qualitative interviews with four preschool teachers, I wanted to see how they work with language development in preschool. In the study, Main questions asked in the inquiry :How do teachers and support children?s language development?What techniques, resources and tools available to facilitate language development? The conclusion that I made from my inquiry is that the primary language stimulation methods teachers use to encourage children?s language development are rhymes telling, books reading and song singing based on active selection of pieces that match the children?s maturity level.And how they are using different language stimulation techniques Karlstad model, TAKK (Signs of augmentative and alternative communication) and TRAS (Early registration of language development) to promote children?s language development. Keyword: Language development, language stimulation, treatment, communication, methods..

This report describes a study of how educationalists, from one preschool group, approach to and respond to children ?s creative activity in preschool. To answer the survey ?s purpose I used four research questions, which is the following:-What function do the educationalists give the creative activity in the working?-How do they see the importance of thecreative activity for thechild and its development?-How doeducationalists considerthat theyrespond to the child's creative activity?-Is thereany norms surrounding creative activity in preschool?The theoretical base of the study is rooted in the sociocultural perspective, where creative activity and visual arts can be seen as mediating cultural tools. The method is a qualitative interview of five preschooleducationalists.

The purpose of my study is to investigate teacher?s perceptions of their mission in the preschool class, and how they work to promote children?s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools.My questions are:What conceptions does teachers have about their mission in a preschool class?What different methods and approaches does teachers use to stimulate and wake children?s curiosity for reading and writing development?The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction.

The purpose of this study is to examine how four educators in two different departments at two different preschools in Stockholm, selects children's literature in preschool and how literature is used in the activities and how much influence children have in the choice of literature. Based on qualitative interviews as a method we have interviewed pedagogues to get answers to our questions. We will also interview some children to find out how involved they are in the purchase of literature on the departments we examined. We consider the social cultural perspective to be a well rounded starting point for our survey, because the theory gives us the opportunity to study how the interaction and meetings between educators and children develop for each reading encounter. And through the analysis a thorough display between educators and children towards literature will be shown.

In this essay I have investigated how two families, with children, who have food allergies, experience what support and what treatment they get in preschool for their difficulties. I have interviewed two children and two parents. The study shows that the interviewed parents believe that more knowledge in the community and among staff in preschool, about food allergies, is needed. Parents wish that the staff should write an action plan that describes how to deal with children who have food allergies and that preschool invites parents and children to record results. It is important to consider an inclusive attitude so that children don?t feels excluded.There is some research going on around this subject and researchers agree that the incidence of food allergies in the society is growing, but that it is difficult to be able to present a certain theory why, and what the underlying factors are.

This work is about how teachers describe their work with mathematics in a traditional nursery school and a Montessori preschool. Another aim is to study how children mathematise on the two different preschools and to see if there are any differences between the various educational theories and practices mathematising. I have used two methods wich is interviews with preschool teachers, and observation of the children. The results of my study was that differences exist but the biggest difference is the material that Montessori uses. The difference between the teachers' way of teaching mathematics is to Montessori preschool places great emphasis on the material and how it is used, while in the traditional preschool puts the emphasis on learning through interaction with others.

My purpose in this essay has been to gain an understanding of why we treat children differently and analyse the underlying causes. The method of choice was to reflect on some significant events that occurred at my preschool and to use relevant literature as a basis for analysing these events. Society is constantly changing and my focus has been on what happens to the children at preschool if we are not sensitive to this development. There is a need to highlight the underlying social and human values, in order to ensure that children are treated on equal terms. As educators we need to understand the impact of our lack of legal knowledge for children in the development of their understanding of their rights and obligations in a democratic society.

My purpose with this essay was to study if there was any difference in competence between preschool teachers and child minders at a preschool outside of Stockholm. To determine what the differences consisted of, if there was any. The questions I wanted answered were as follows: Are there any differences in competence between preschool teachers and child minders? Do the two different occupations have different ways at looking at what the children need and their abilities? Do they see that they have different skills depending on what occupation they belong to? What do they believe that the people from the other occupation contribute to the preschool which compliments their own working skills?I used a qualitative method which included interviews and observations to find out the answers to these questions. My results from these interviews and observations indicated that experience, personality and attitudes are very important as well as education.

The aim with my work is to get a deeper knowledge about the preschool's views of environmental work. I also want to examine how the preschool teachers along with the children work with the project Green Flag in the preschool. I have used structured interview with two teachers in a preschool that works with Green Flag. Green Flag is an environment certification and is an evidence on that one works daily with a document aimed environmental work along with the children. I have found out that each year they work with different themes within Green Flag.

?Think of the best for the child? that?s a sentence we been hearing before, but the question is, do we really? Does the child get the opportunities to develop to healthy, safe, creative, mobile,concentrated, invention, curious, harmony child? Preschool outdoors is about time. On a preschool outdoors, gets the child opportunities to shape materials and the place they are on, the environment on preschool outdoors is formable and the children fantasy is big. Nothing is decided on a preschool outdoors ahead and nothing is static, here is the place where the child creates together with the nature and landscape. The landscape has a central part in the child?s play and in the child development and there are often no limits.

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.