In this study, I examine how educators are working with gender. My focus has been on gender and literature. The questions I asked is how educators choose the books that are read in the preschools and if they discuss literature from a gender perspective? I used two methods in this study, observations and interviews. My main base of theory is Lev Vygotskijs? sociocultural theory.

The purpose of this paper has been to highlight how three different highschool textbooks portrays Christianity and Islam. The aim of the paper has been to higlight and pinpoint how the three different textbooks uses different angles and perspectives on recontextualization; which ergo in turn creates a different field of transferred knowledge from each individual textbook.The paper uses an applied model of Bernstein?s theory of recontexualization, and from it derives two analytical tools to process and make an analysis of the textbooks transferred knowledge. The first analytical methodical tool of Bernstein?s theory is positioning, which is used in the paper to highlight what the different textbooks value and evaluate different kinds of knowledge of Christianity and Islam.

The purpose of this paper is to examine how teachers comprehend LUS as a development program, but also how they think about one of the points in the program. The study is based on interviews with five teachers working with ages between preschool to ninth grade.The results show that the development program is splendid, it doesn?t come with a lot of paperwork and it has a humanistic approach. When it comes to point 18a which is the main examination, the teachers mainly agree with each other. They all talk about preunderstanding, reading speed and the amount of literature as the main characteristics to be placed at point 18a.

One of the main goals of the national curriculum is to encourage children?s personal opinion and support them in development of argumentation ability and communication skills. All this is very important for the children as members of the future society.The purpose of this essay is to investigate how primary school teachers estimate the meaning of the pupil?s argumentation as well as which methods and approaches are assumed by the teachers to be most appropriate for children?s argumentation development. The study also considers the questions how the teachers motivate their pupil has to argue in the classroom and how the students by themselves understand the concept of argumentation.

The purpose with this essay is to illustrate what divides and unites three educationalists approach on ?children in need of special support? within the first years of school. Three educationalists with significant positions within the school system have been chosen for interviews. On basis of the results of the interviews three themes has been selected and divided into the conceptions; ?children in need of special support?, ?resource? and ?a school for everyone?.

Syftet med denna uppsats är att visa hur en förskolegård kan gestaltas med utgångspunkt i barns lek. Med vårt arbete vill vi belysa att den fysiska miljön påverkar hur bra leken utvecklas på förskolegården och därmed påverkar barnets olika upplevelser och erfarenheter under utomhusvistelsen. Förslaget utgår från barnets lek som en viktig komponent för utveckling och hälsa. Därmed är även pedagogik och motorik viktiga förutsättningar på förskolans gård. Till grund för gestaltningen ligger en litteratursökning samt en brukardialog som genomförts med barn, förskolelärare och föräldrar. På så sätt utvecklade vi en förståelse för platsen och dess användning som kunde vävas ihop med den teoretiska kunskapen om barns lek i utemiljön. Under arbetet tar vi fasta på att storleken på förskolegården är viktig för barns lek samt att leken flyter bättre i miljöer med naturkaraktär.

Abstract Arbetets art: Lärarprogram som har inriktning mot förskola och förskoleklass 120 hp. Titel: Matematik i förskolan, en jämförande studie mellan Polen och Sverige av läroplaner, samtalet på förskolan och pedagogernas arbetssätt Engelsk titel: Mathematic in preschool A comparative study of Poland and Sweden concerning curricula, preschool discourse, and how educators work Författare: Grönvall Anna Handledare: Ann-Elise Persson Examinator: Nils Andersson Datum: 2010-11-01 Mitt syfte med denna studie är att jämföra mellan Polen och Sverige det matematiska innehållet i läroplanerna, vilka arbetsmetoder som används i de båda länderna för att synliggöra matematiken och hur pedagoger använder samtalet för att stimulera barns matematiska tänkande och utveckla deras begreppsförståelse. Arbetet ger en översikt över tidigare forskning om matematiskt tänkande i förskolan. Jag har gjort en dokumentanalys av ländernas läroplaner (Lpfö, 98; Lp, 2009) och en semistrukturerad intervju kombinerad med observation. Studien är utförd på två förskolor i Polen och två förskolor i Sverige i barngrupper med barn i 4-5-års ålder.

The preschool constitutes a big part of many children's everyday existence. Its contents are therefore of great importance and the environment deserves a well thoughtout design. In this study, surveys in field and literature have resulted in conclusions around how plants can be used in children's play environments, in order to contribute to the experiencerelated values. The aim is to present conclusions to lean on when drawing up designproposals for new playgrounds, especially where the natural conditions are not so favorable. The first question that is responded to is how plants can be used in order to enrich the children's play environments.

This thesis has aimed to study steering process and institutionalization in the context of educational policy work. This has been conducted by using empirical material from the political decision-making process that preceded the implementation of a new national program on how principals should be educated and certified. By using an aggregated theoretical point of view containing new institutionalism and traditional Swedish curriculum theory, the process was analyzed from different perspectives. The results depict a process that contained several actors who tried to shape the principal education program differently. From the theoretical perspectives, the decision-making process could be understood as an act of both self-interest as well as trust in their own beliefs and cultural values.

I vår studie kommer ni som läsare få läsa om utomhuspedagogik. Vårt syfte har varit att få en inblick i vad utomhuspedagogik är, även att få mer kunskaper om hur utomhuspedagogik uppfattas inom aktuell forskning men även av de som arbetar i förskolor med den specifika inriktningen. Vi avser därmed försöka få en mer nyanserad bild av utomhuspedagogik. De frågeställningar vi utgått från har varit vad utomhuspedagogik betyder för pedagogerna? Finns det några nackdelar enligt pedagogerna, och i så fall vilka är dessa? Och den sista frågan vi ställt är om det ställs några specifika krav på pedagoger som arbetar i förskolor med en utomhusinriktad pedagogik?.

This essay is about how and why teachers use fiction litterature as a teaching method. It´s based on a study among eight teachers in year 4-6 at a school in Mariehamn in the Åland Islands. The results show the high importance of using fiction litterature in education. Fiction literature is highly valued in all subjects as it stimulates the students development of language, empathy and fantasy. The curriculum´s aim of using fiction litterature is to stimulate the pleasure of reading.

Stavning handlar ej enbart om att stava rätt! Att lära sig stava kan vara en hjälp i en individs läs- och skrivutveckling. Genom att lära sig stava kan det bli lättare att lära sig läsa, samtidigt som läsningen kan bidra till att lära sig stava. Genom att skriva kan en elev lära sig stava bättre samtidigt som goda stavningskunskaper kan skapa en känsla av trygghet och säkerhet i skriftspråket som gör att han/hon vill skriva. Syftet med studien är att ta reda på när, hur och varför lärare arbetar med stavning i de tidiga skolåren och att skapa en överblick över olika synsätt på stavning samt hur dessa kan påverka undervisningen. Studien tar upp stavning ur olika perspektiv, från det teoretiska till det praktiska samt hur elever uppfattar stavning.

In my essay, I write about the work at a pre-school in a segregated suburb. I begin my essay with examples from my workday. In one case, it is about Sara, playing games where other children are excluded and she also exhibits a power game towards me. In the second example, it is about how a group of children conspire and expose both themselves and others for destructive conspiracy patterns. When I write down what happens in the group of children at my pre-school, I see patterns reminiscent of destructive gangs.

This thesis has aimed to study steering process and institutionalization in the context of educational policy work. This has been conducted by using empirical material from the political decision-making process that preceded the implementation of a new national program on how principals should be educated and certified. By using an aggregated theoretical point of view containing new institutionalism and traditional Swedish curriculum theory, the process was analyzed from different perspectives. The results depict a process that contained several actors who tried to shape the principal education program differently. From the theoretical perspectives, the decision-making process could be understood as an act of both self-interest as well as trust in their own beliefs and cultural values.

Goods that children come in contact with on a daily basis for example toys, electronics, textiles, household items, have attracted an increased attention in recent years because of a common occurrence of residues of potentially hazardous chemical substances. Some municipalities in Stockholm have developed plans for managing chemical risks and work systematically to phase out products containing hazardous substances. This thesis aims to contribute to an improved knowledge base for any future work with non-toxic nursery schools in Haninge. The study's focus is on the challenges encountered by conditions and problems of preschool personnel to manage chemical risks in early childhood environments. Primary data was collected through a qualitative approach based on semi-structured interviews with both the preschool staff and practitioners working in the central organization of the municipality.