We live in a society where the technology has an enormous role in our lives. The average age of using digital tools among Swedish people is down to a very young age. In the recent period of time there has been much debate about tablets and their use in preschools. The aim of this study is to examine the preschool teachers experiences and perceptions of tablet use and how the implementation of the tablets benefits the school activities. What is central to this research is not how kids use the tablet, but how educators are using the tablet device as supplement for children?s development.

The purpose of this paper is to examine what opinions parents have of the after school-centre, if they know that it has an objective and what that objective is. This will be examined by surveying parents with children in after school-centre. The questions posed in the study are as follows: Do parents know the objective of after school-centre? What is the general view of after school-centre among parents? The results show that 41 percent know that there is an objective while 39 percent don't. Only 6 percent can describe what the objective is.

Det sägs i olika medier t ex i TV och tidningar att barn blir allt mer stillasittande. Eftersom lek och rörelse är mycket betydelsefulla för barns utveckling och välbefinnande så är det ju viktigt att förskolans utemiljö kan locka, inspirera och utmana barnen till lek och rörelse. Vad i utemiljön kan göra det? Vad kan man göra för att förbättra en förskolegårds utemiljö? Det är frågor som jag sökt svar på genom att intervjua barn och pedagoger på två olika förskolor. Resultatet visar att det bör finnas naturinslag och en variation av platser med olika karaktär på en gård.

The purpose of this study is to get an idea of how active teachers in various stages are defining and working with values in their activities, and to highlight the similarities and differences in the way that they are working on this in the various stages. Qualitative interviews with teachers in preschool, primary education and recreational centres are the basis of the results.The study provides an overview of previous research in the area, and has a theoretical basis in Vygotskys sociocultural theory. The results show that respondents believe that the definition of values lays in relational values, which show us how to behave against fellow human beings. The way to work with value education proves to be different among educators, and we can divide them into different camps based on their attitude to value education. These attitudes are shown to be of importance for how the value education is designed..

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.

Abstract:According to the curriculum of the Swedish school the pupils should develop their historical consciousness. The aim of this study was to find out which pupils develop this consciousness by listing to an historical novel, talking about that book and writing stories. The study went on for four weeks and the subject of the teaching was the Middle Ages. 28 pupils took part and a variety of methods were used: 1: questionnaire about the lives of the pupils, 2: Making observations of their attitude to the teaching and 3: story writing. The results show that the social background does not influence the development of an historical consciousness.

In this study we have analysed from an intersectional perspective two textbooks Historia 1b and Progress Gold A which are purposed to be used as teaching material in Swedish schools in the subjects of History and English. Our question and reason for doing the analysis is to emphasise and make the variety of women in the books visible in order to compare that variety to the one that is demanded by the Swedish curriculum. The analysis is made from an ideology critical perspective and contains quantitative elements. Our conclusion is that the material contains both excluding and including features. Some intersectional categories are well represented while others, like functionality and religion, are not.

Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression ?school for all? and it?s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94.

Uppsatsen strävar efter att utveckla kunskap om sambandet mellan förskollärares didaktiska ingripanden och förskolebarns möjligheter till att kreativt utforska och uttrycka musik. Undersökningen utgår från ett kulturpsykologiskt perspektiv som betonar interaktionen och det individuella kreativa prövandets betydelse för det musikaliska lärandet. Förskolebarns musikaliska utveckling påverkas av förskollärares musikaliska kompetens och didaktiska förmåga att uppfatta och stödja barns egna musikaliska uttryck. För att kunna observera barn och pedagogers förhållningssätt till spontant kreativt musikskapande, erbjöd jag tre pedagoger och deras barngrupper en överraskning, en resväska fylld med ordinära och hemgjorda rytminstrument som jag kallat den hemliga lådan. Metoden gav mig också möjligheter att utforska musikdidaktiska alternativ till förskolans traditionella musikverksamhet, de gemensamma och vuxenstyrda sångsamlingarna.

AbstractThe purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school?s duties towards pupils in need of special support.The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.I came to the conclusion that today?s schools have changed to the better for the pupils with difficulties.

The main purpose with this study is to describe teachers? use of textbooks and other teaching materials in upper secondary school (gymnasiet) in Sweden, and to discuss the use according to school subject and teacher style. Data was collected in two different ways. At first twenty classroom observations were made during lectures concerning the subjects Swedish (mothertounge), English (foreign language) and religion. Then four open interviews were carried out with the teaching teachers.

The thoughts of a common school for all children have been around since the 1800?s but was something that was introduced in Sweden first in 1962. When the curriculum for primary school came in 1980 there was a new concept, a school for all. With a school for all it was aimed that all children should have the right to participation and a common education no matter what needs they could have.During my education I have come across the concept a school for all and that is something that interested me. Today?s curricula and school laws aim to ensure that all children have the right to equal education and inclusion whatever needs you have.The purpose of this study is to find out some pedagogues? thoughts and work around the concept a school for all.

This essay, with the title: Among children, laser swords and lions. ? How do we approach and utilize the cultural experiences of children? is an approach to participate in a scientific discussion in the field of cultural experiences. This text is an attempt to show the importance of paying attention to, how children express themselves, and place their activities in social and cultural contexts. By doing so and approaching children and their activities with an intercultural point of view, I can use my new found knowledge and use it to stimulate their future learning progresses in different fields.

This paper set out to investigate how teachers of Swedish in Sweden implement the grammar objectives of the curriculum in their teaching, through interviewing six teachers. It has been important to compare their methods to modern research of grammar teaching and teaching in general. They have been asked a series of questions to answer whether or not they use grammar terminology as mediating tools, if they intergrate dialogue among students in grammar teaching and to what extent the teachers? knowledge of and attitude towards grammar influence their teaching methods. The results show that grammar is used as mediating tools primarily when it comes to feedback on pupils? texts, though not to a great extent; dialogue between pupils is rare when it comes to grammar teaching; and the teachers? grammar knowledge and attitude affect the teaching methods, primarily in the sense that seeing value in grammar knowledge increases the teacher?s desire to develop new methods for grammar teaching..

Syftet med denna studie är att undersöka förekomsten av de matematiska kompetenserna i läroböcker för Matematik A. Centralt i studien är de sex matematiska kompetenser, som Palm et al. (2004) analyserat fram ur de nationella styrdokumenten. Dessa kompetenser är: kommunikationskompetens, modelleringskompetens, resonemangskompetens, begreppskompetens, problemlösningskompetens och algoritmkompetens. För att nå syftet genomfördes en analys av uppgifter i två läroböcker för Matematik A.Undersökningens resultat visar att alla sex matematiska kompetenser finns representerade i läroböckernas uppgifter.