The aim of this thesis is to show gender equality in school for teacher's choice of words with gender-sensitive language related to children's literature "Do you know Pippi Longstocking?". Work has focused on preschool and grade 1. The theme of the thesis is that the teaching profession should look human. The study provides a literature review of the teacher's choice of words in the gender order as the words hen, man, gender, sex, etc., and a review of Pippi Longstocking by Astrid Lindgren on the basis of the related concepts.

The purpose of this study is to examine a preschool's work to counteract traditional gender roles, which strategies are used and how norms about gender roles are produced and treated. The study also examines whether the preschool has an intersectional perspective in it's gender work, which analyzes how they relate to other categories such as ethnicity, race, class, age and sexuality in their work. I have been observing and conducting four interviews with teachers at a preschool with a gender profile. In my analysis I have used Foucault's theories about discourse and power. The results show that the informants had a high awareness of gender and that the main strategies used were: an individual perspective, seeing the individual and not the sex, and a gender-neutral strategy, removing everything that is gendered, for example, in language and environment.

I have written an experiential essay about my role as a preschool director and the important work decisions that I face. What is best for the child? That is something that I think is important to take into consideration.In the narrative, I describe how an induction occurs at my preschool. We use an "old" tried and true method which spans two to three weeks, which I believe is best for children under the age of two. They need to first connect withone educator who they are comfortable with before they are secure enough to play and explore the environment of the preschool.In recent years, another method has emerged which is shorter and which has quickly became popular in many preschools.

Abstract The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration difficulties. I want to know what the teachers think characterizes concentration difficulties, the situations in which difficulties creates the most problems, and whether the teachers think that these difficulties solely depend on external factors. To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school. The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration difficulties because the problems is very individual.

Swedish preschools have a variety of children of different ethnic origins. The intention of this thesis is twofold; firstly to deeply examine how preschool teachers work with languages and secondly how to integrate the Swedish language with other native languages in practice. Hence, the aim is to get a deeper understanding and knowledge about how to integrate multilingual children that have other languages than Swedish as their mother tongue. The data collection for this dissertation is based on observations and interviews with three preschool teachers and child minders. The theoretical background is taken from literature which describes the social cultural perspective.

This study presents some teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some teachers' views and thoughts on the concept of "an Education for everybody" and how these teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three teachers, one primary school teacher, one special education teacher and one preschool teacher.The conclusions were that the concept of education could be understood in different ways.

Earlier studies shows that democracy within the preschool is an important and on-going work, but could implicate certain consequences. For example that goals regarding democracy and influence in the preschool, rarely is done in practice but instead remains just words on a paper. It could also mean that the pedagogues lack education and knowledge within the area, but also how they react to the influence of children. Preschool is expected to be a place for all children, no matter what luggage the child is carrying. The luggage is filled with the life experience, the personality and in this case the needs that the child has. The needs could be anything from nearness to physical and psychological disorders that requires more pedagogical attention.

AbstractIn this study. I have compared four different schools, two preschools and two compulsory schools. My purpose has been to get a view of, to which extent they use technology in their education.I have also compared boys and girls.The result has been achieved with the aid of questionnaires.It shows that the pedagogues in the preschool, think they use technology every day. They use it in their games, experiments, food situations and even when the children are dressing them selves.The pedagogues in the compulsory schools work with technology, without reffering to the actual concept. They use the nature and experiments, to involve the children in technology.One of the schools has a film project.

In this essay I consider a self-experienced dilemma, and review how I, as a preschool teacher, treat a child with special needs. With the support of literature and theory, I can, with an essay writing approach, reflect and analyze the dilemma. In this way I will examine my practical knowledge and personal experiences of a complex situation. I want to examine whether children with special needs who are included in regular preschool activities, really get the support they need and deserve. Do educators have the conditions and does preschool have sufficient resources to realize this? Do educators have sufficient knowledge of how children with special needs should be responded to? I want to find out how the included children's social development and self-image is shaped by the treatment they receive at the preschool.

The purpose of this study is to examine discourses about norms and norm criticism regarding sex/gender and sexuality in preschool teachers? and nursery nurses? speech using a post-structuralist perspective. My two research questions are:How do the educators describe norms in general and norms about sex/gender and sexuality in relation to their work?How do the educators describe their work with norm criticism in relation to norms about sex/gender and sexuality?The theoretical base of this thesis is feminist post-structuralism and queer theory. Qualitative interviews were used as method to gather material and then a form of discourse analysis was made based on the transcribed interviews.

Barns inflytande i förskolan - Children?s influence at the preschool This essay concentrates around teachers work with children´s influence at the preschool and how that affects the days there for the children and the teachers. The purpose of the essay is to present how four educationalists placed at two different preschools work with childrens influence at the preschool and their point of wiev of the matter. With that I also wanted to expose how the educationalists work with childrens rights at the preschool and to that I added how democracy is used at the preschool. The investigation´s starting point was the questions: What does childrens influence at the preschool mean for the educationalists? How do the educationalists think regarding childrens rights? When can the children be included in dessisionmaking at the preschool? When is it not possible for the children to be included in the dessisionmaking? The four educationalists were intervjued seperately to get the most honest answers.

AbstractAim; With this study we aim to know more about the possibilities teachers in pre-school regard useful in their work, when encouraging children?s language development. In the study we are inspired by the thoughts and ideas of Lev Vygotskij. Method; We interviewed eight trained teachers at four pre-schools in Sweden. The interviews were recorded and later written down.

The objective of the present study was to highlight preschool children?s encounters with children?s literature, in a heterogeneous language context.  The idea was to identify significant features in the linkages between the reading of children?s literature, didactic activities and children?s learning, language development and emergent literacy activities.  Our interest was directed towards the activities connected with read-alouds, as well as the preschool teacher?s perceptions of those activities.  The empiric material was collected by use of participant observations of four read-aloud sessions. After the observations the preschool teacher in charge of the observed read-aloud was in-depth interviewed. In addition, the physical print environment in the actual preschool was observed. The results indicate that the physical and social reading environment interact with each other.  Furthermore, the preschool  teachers? approaches and ways of working with literature does not always optimize the language, literacy and content area  learning opportunities for the children.

Abstract The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration difficulties. I want to know what the teachers think characterizes concentration difficulties, the situations in which difficulties creates the most problems, and whether the teachers think that these difficulties solely depend on external factors. To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school. The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration difficulties because the problems is very individual.

The purpose of this essay is to discover what Formative Assessment is used for in practice and also how teachers use the Curriculum for elementary school, preschool and after-school activity 2011 (Lgr 11) in their Formative Assessment work.The questions are as follows:What considerations do teachers take into account when assessing a student?How do teachers view assessment for learning?How do the teachers consider formative assessment works in relation to Lgr 11?I have used a qualitative research method to answer my questions. I have interviewed five teachers regarding their view on and experience with assessment. Using a hermeneutic approach I have tried to retrieve a deeper meaning from my interviewees regarding formative assessment. I have approached formative assessment using the socio-cultural perspective because I believe it to be the best fit.All of the informants believe formative assessment has made it easier to assess students and also that it works very well together with Lgr 11.