The intention is to focus on the implementation of the tablet in preschools and how the intentions around the introduction of the tablet take shape in different preschools. The method is semi structured interviews where the respondents consist of 3 preschool directors and 6 teachers where the preschool directors work. This is a relevant subject to illustrate, as the tablet has become a tool in preschool where it seems to be different opinions about how it should be used. This study aims to understand how the implementation can take form in different preschools, what kind of similarities and differences we can see with the intentions of the tablet and if there is need of clarification on the workings of the tablets in preschools. The results show that the intentions around the introduction of the tablet in preschool look different in the preschools, and the implementation of this new technology starts in a small scale with help of photographing and videotaping.

In the context of world globalization, Sweden has today become a multicultural society, where many different cultures, religions, values and approaches are trying to co-exist. When the Swedish government's integration policy was put into effect, one sought to open the way for a more peaceful coexistence between majority and minority people. The intention was that everyone, through mutual interaction, would learn to come together and learn to respect each other's differences. It was suggested that an intercultural approach should permeate all education, including preschool activity. There are particular guidelines for a culture and tradition promotion work within the preschool in the new revised curriculum (Lpfö 98, rev.

This study aims to research how digital media can be used for communication and information management between teachers at preschools and children?s homes. To get an understanding of this we have investigated which channels are being used and for what purposes. The interest has also been to explore preschool teachers and caregivers? attitudes towards digital communication in preschools.A qualitative case study of comparative nature has been conducted, where two preschools were selected because of their use and non-use of digital media for communication with caregivers.

Workbooks are used and has been used for a long time in teaching context with younger children. Given that children start grade 1 after one year of preschool, I will in my study examine what type of activities that are presented in textbooks used for teaching younger children in pre-school and school grade 1. The purpose of the study is, through a selection of published skill-training materials investigate its pedagogical basic view related to reading and write form of education in pre-school and school grades 1. In line with the aim of the study and to answer the study questions, a qualitative text analysis and pictures analysis was carried out. The result shows that there are more similarities in content than the forms of the textbooks, there are assumptions about language as well as how images should be interpreted in a right way.

The purpose of this study was to examine how five preschool managers are looking at theirleadership and what difficulties they see in their leading. To live up to my purpose I askedthe following research questions: Which parts in their mission do the five preschoolmanagers see as problematic in relation to the curriculum for preschool and the schoolsinspectorate quality investigation? How do the preschool managers describe their leader styleand leader ideals, and is their any difference between the two of them?The method of this study was qualitative interviews with five preschool managers. Theresults that I found was that the most of the preschool managers see their leadership as coproduced(like in Ludvigssons research 2009) with the teachers and that the preschoolmanagers often find other difficulties in their mission compare to the quality investigation(School inspectorate 2012). I also found that three of the five preschool managers thoughtthat they weren?t present enough in the preschools because of their many tasks.When I tried to classify the preschool managers leader style I found that they vary betweendemocratic and authoritarian leader style in decision-making like in Tennenbaum andSchmidt?s (1973, p.

This essay is about the meeting of the pedagogic mission and the reality of the conditions in preschools. It is about the frustrations that I, as a pedagogue, experience when I cannot fulfill this mission. An example of this is working when understaffed.My purpose is the acknowledgment of two main areas of the curriculum: caring and learning. This essay demonstrates the diversity of the occupation and it ?s constant need of positioning.

 The aim of this essay was to examine the way preschool teachers and children converse during school meals, and also the way preschool teachers start and develop conversations during meals. The conversations were analyzed from the topic of conversation and the teachers' ways of using language acts such as questions, remarks, exhortations. The study was based on observations, tape recording and contact schedule. The result shows that the topic of conversation is significant for how involved teachers are in conversations during meals. The result also shows how conversations develop or end depending on what language acts teachers use.

The aim of this paper is to study the long-term effects of stuttering treatment according to the Lidcombe Program in Sweden and to answer questions whether underlying factors may have affected the treatment results. Participants were seven children, one girl and six boys aged 7:10-14:2, who all completed Stage 1 of the program approximately 2-7 years ago.The children were video recorded during a conversation with one of the authors and while reading aloud. Before the recording, their parents estimated the level of stuttering according to a Severity Range (SR) Scale. The evaluations were used as reference for determining whether the recordings were representative for the children´s current speech fluency. Proportions of stuttered syllables (%SS) were calculated from the video recorded material and compared with the proportions of stuttered syllables (%SS) at the time when the first stage of the program was initiated.The results showed that the Lidcombe Program had a significant (z=-2.37, p=0.02) long term effect on stuttering treatment for the participants in this study.

AbstractThe purpose of this study is to answer the following questions regarding confirmation: In what ways do children seek confirmation in preschool? What are children confirmed for and how do they react to the confirmation? How is confirmation used by teachers? What do children want to receive confirmation for?The starting point for this study is based on the unique theories of Skinner, Maslow and Bronfenbrenner. The main focus with regard to Skinner?s theory (in this study) lies in reinforcement. In Maslow?s theory, the concentration is on hierarchy of needs while in Bronfenbrenner?s theory, the study centers upon interaction.

The aim of this study is, from a norm-critical approach, to find, investigate and analyse human representation in the visual culture of one preschool in order to understand if the children enrolled are represented or not. The research questions are: In what ways is there imagery of human representations in images and materials designed for play? What skin-colors and origins are dominant in the data collected?We carried out a qualitative study in the form of visual ethnography. This method allowed us to use a combination of different data collection tools such as photography and ethnographic field notes to collect our data. The photographs we took of images and material used for play, was then analysed through semiotic picture analysis.

AbstractMy aim for this study is to examine what the parent?s of the children attending pre-schoolwants to be a part of, by examining the parent?s description of the performance review andwhat their experience from them was. This study is based on earlier research and literature,which describes the pre-schools activities, how they work and the documented goals they tryto accomplish. I also did eight interviews with parents from two municipalities, which I theninterpreted based on my experience and understanding. The interviews focused on theparent?s description of their experience of how much influence on the work in their child'spre-school.

According to international and national literacy studies (PISA, PIRLS) Swedish boys are inferior to Swedish girls when it comes to reading. There can be numerous reasons to that statement. One is that Swedish teachers require more knowledge about communication as an important component in literacy. In spite of this shortcoming, Swedish girls manage to gain sufficient literacy. Why is that? The aim of this survey was to examine if there were any differences between girls and boys regarding communication skills when they begin in school.The main questions taken in account were:Which differences and/or similarities in communication skills are discernible between boys and girls this particular preschool?How do boys and girls communicate with each other in different room contexts on this particular preschool?           To be able to answer the questions, I adopted observations and audio recordings from children aged five.

AbstractThe aim of the present study was to investigate if and how pre-school teachers reach the objectives in the national curriculum concerning the environmental issues.Another angle of this study is to find out if there are any involvement amongst the preschools regarding the environmental issues and if the teachers encourage the children to join in and make them a part of discussion.I have randomly chosen 10 preschools throughout Sweden and interviewed one staff-member from each school. Most of the preschools were well aware of the goals to follow according to the national curriculum.After comparing the answers my conclusion is that preschools act quite differently concerning environmental issues. Some worked almost exclusively with the children involved. Others occasionally involved the children whereas a few didn?t include the children at all.In every case the teachers would want to dedicate more time to environmental issues.

This paper describes a qualitative study of preschool teachers' beliefs about heteronormativity and its role in preschool. The purpose of this study was to examine preschool teachers' ideas and beliefs about heteronormativity and the ways in which it manifests itself in preschool, and to investigate how they perceive the possibility and the need to work on issues related to heteronormativity in preschool. The study is qualitative and is conducted through interviews with preschool teachers, and analysis of information letters from preschools sent to parents. The analysis of the letters was intended to critically examine how words and language could be linked to the heteronormative and also to determine which subjects was conveyed in these everyday texts. The study is based on queer theory and social constructivism.

AbstractThe purpose with the study is to contribute knowledge of teacher?s thoughts of, and actions in potentially stress filled situations at preschool. The methods I?ve been using are qualitative interviews and unstructured observations of hallway situation at dressing and the transit between lunch and rest.At the interviews with the teachers it showed that none of them feels stressed but there are stress filled situations. The lunch and transit between lunch and rest is a stressful situation, where there is a lot to do, like the dishes, the teachers break and the lie-down.