Systematic quality work in preschool ? How Preschool teachers thinking and working with systematic quality work The purpose of this study was to investigate how Swedish Preschool teachers thinking and working with systematic quality work. All Swedish preschools are required to work systematically with quality. This involves several steps that follow each other in a specific order. It includes following up, documenting and evaluating preschool activities.

AbstractThis study was meant to cast a light on the use of music-instruments that exists in preschool environments today. Furthermore the purpose was to find out if instruments first and foremost, actually did exist, and what thoughts had been put behind that decision. The focus was directed towards the Preschool teachers and their attitudes towards music instruments among preschool children, at the ages 3 to 5 years. The purpose of the study was to understand how Preschool teachers thought of activities where music instruments where used. The study was made from interviews with six different Preschool teachers from different preschools.

The purpose of this study was to find out what thoughts some Preschool teachers had about gender andgender work. The aim was also to investigate whether preschool educational orientation had any impacton how teachers thought about gender and gender work.The scientific method for the study was qualitative research interviews. The interviews were conductedindividually with four Preschool teachers from two different preschools. The first preschool was agender-oriented school and the other was a non-gender-oriented school.The results of the study show Preschool teachers have good knowledge of gender and gender work andwhat they mean in preschool, and this is regardless of the pedagogical approach the preschool they?reworking for has.

The purpose of this study is to show how the modern society, with demands, expectations and the time constraints of adults, affects children and the everyday life at the preschool. Our intention is also to show the importance of identify stress symptoms of the children.        The study is of qualitative empirical kind and is based on a questionnaire to 19 parents of preschool children at the age of three to five years old. Interviews are made with four Preschool teachers on one preschool. An observation of children in possible stressful situations is made during three days each at two preschools.     The results show that the modern society affects children and can be stressful. It also affects the everyday life at the preschool.

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 see how Preschool teachers are working with supportive signs and if it is a working tool for children's language development. Is the supportive signing just for kids with special need for support or can it be good for all children?I've done the study by interviewing Preschool teachers that is working with supportive signs in preschool. I also had a questionnaire for parents that yielded less fruitful results. I have chosen to use children's language and constructivist and socio-cultural theories.What I came up with is that the supportive signs are very helpful in preschools, but it requires a lot from the one doing it.

Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact.What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact?The study has three questioners holder: How does teachers relate to parental contact in preschool?What do the educators think of their professionalism in the profession? And how visible educators child development and learning in daily contact with parents?We chose to do qualitative interviews with four Preschool teachers at two different preschools in Sweden, to seek answers to our questions.

Abstract   In this thesis, my aim was to investigate how Preschool teachers view their involvement in children's free play. In order to answer this, I chose to do semi-structured interviews with four Preschool teachers in three different preschools. My interviews has revealed similarities and support for as how history of research looks at the involvement of educationists. Both research and my results stresses the importance of being active in children's free play and to be a supportive teacher, particulary in conflict situations. For those children who have difficulty entering into the free game its the educationists task to co-play and help the children find the game.

 Purpose: The purpose with this study is to investigate how Preschool teachers understand the concept the competent child and in what ways this understanding affects their role in children?s learning. Question at issue: What perspective on children do the contributing educationalists have? How do they define a competent child? Do such children exist and if so, are they always competent in all situations? What is the educationalists perspective on learning and knowledge? What is the Preschool teacher?s view of their role as educationalists? What do they consider as their most important tasks?Method: To execute this study I have made a qualitative research based on interviews with eight teachers from four different preschools.Main theories: I have built the theoretical part of this study based on four different perspectives on the concept the competent child according to the philosophies of Dion Summer, Jesper Juul and Reggio Emalia. I also describe different theories about learning, knowledge and educationalists as well as the preschools role in the development of child according to different well-known scientists and researchers.Summarized conclusion: The study shows that the interviewed Preschool teachers chose to interpret the concept the competent child in three ways.

In order to be a good teacher according to preferences from outside the school area, there are many different voices to listen to. The different roles that are assigned for teachers are colliding with the latest research from the pedagogical institutions and therefore the role as a teacher of today is in a complex state of mind. Somewhere, between the traditional role of teaching and the moderating ideal image, reality is revealed in the ambivalent role of the teacher of today. In this pedagogical essay on advanced level we are focusing on obstacles that are hindering the moderating teacher?s role, to be fully developed in the classroom.

The Purpose of this study is to contribute knowledge on and to make the Preschool teachers views visible about physical contact between children in wild play in the preschool. I decide to use interview of Preschool teachers in a group setting as a mean to investigate this. The group interview is a non-structured interview with open questions where the Preschool teachers only received guidance with pre made questions when needed.The result shows what kind of view the Preschool teachers have on physical contact and they share concreate examples on how they work in situations like these.By reading this study I hope to contribute better knowledge of the physical contract between children and that the study generates futher reflections on one´s attitude in the matter..

This is a qualitative study with four interviews, in four different preschools, in the same municipality. By making it so, it becomes a case study to describe a phenomenon in a municipality which also is the definition for this investigation. The purpose of my study is to examine what it means, in a municipality, to have different types of introduction at preschool. Where I ask the question why preschools choose to have a specific method of introduction and what are the basics and ideas behind the choice of the method? What significance do these different methods have to attachment theory? What do teachers think about the advantages and disadvantages with their choice of method?The versions of introductions are many and may vary; the duration of the introduction may vary from 1-3 days up to 3 weeks.

My essay is concerned with intercultural leadership and practical knowledge. The essay is about ethical dilemmas and the diversity of issues we face constantly at the preschool. In my story I examine the different views of knowledge and the opportunities to lead people in an intercultural way, and how they relate to each other. I start by looking at the ethical ideas that form the basis for our actions and our view of knowledge. Then, I examine how the practical wisdom guides the ethical dilemmas that arise at the preschool.

The purpose with my investigation is that create an image how pedagogues perceive the need of special education in the preschool. My framing of a question is: How perceive pedagogues the need of special education in the preschool? The study is written from a qualitative model and the study has been carried out with help of interviews. It is five interviews made. Three of them are made by preschool pedagogues and the other two with special education pedagogues.

This is a study, where we have deepened ourselves little more in the Swedish and the Turkish teacher training. We have both looked on the differences and the resemblances. We are also aware about that the essay builds on a small study and a limited material, special when it comes to the Turkish teacher training. Therefore we have drawn our conclusions with big caution. They are examined and preliminary, but we are than however convinced about that.