The purpose of this study was to interview different groups of people (preschool teatcher, parents and theire childen) involved in preschool about their view on outdoor activity and children´s motoric development, and how a preschool yard should be designed to promote childrens development.All parties regard outdoor activity as very important for the development of children. They also think that the outdoor environment today is good but that it could be improved by including some trees and hills. The yard should also contain soil, sand, clay and water. The children prefer grass on the ground over other substrates. This study also gives good indications to decision makers how to build new or to reconstruct pre-school yards in the future..

The purpose of my study is to find out how preschool teachers reason concerning their work withgender equality from outside of the curriculum. I propose the following questions: If there is apositive view over the relevance of gender equality from outside of the curriculum? Does thepreschool teachers think themselves to work with gender equality from outside of the curriculum?Does the preschool teachers have any thoughts on whether working with gender equality will have apositive or negative effect on the children? In what way does the preschool teachers reason on theirown meetings with boys and girls? The method chose to use is a qualitative study that is based oninterviews. I have interviewed four preschool teachers in a small society called Katrineholm. Afterthe interviews I have analyzed the material and split it into themes that has been processed.

The purpose of this study is to find out how some Swedish preschool teacher discussing how children's Swedish colloquial interaction can be enhanced in the free play. In this case where children are aged three to five.My research questions in the study are:-          What type of free play do preschool teachers talk about in relation to children's Swedish colloquial development?-          What do preschool teachers say about child's colloquial interaction?-           How do preschool teachers reason regarding in what environment children?s colloquial interaction occurs?In my study I have used an interview with elements of a visual method called The Diamond. The approach is that the participants in the interview will be enhanced to discussing about a wise certain number of images. These images are then to be ranked accordingly with a specific theme and terms.If a child has difficult to speak, you can take help of  the interest the child has, the child can tell you and the other children what he or she know about the interest.

The aim of this study is to observe Swedish preschool children in their natural habitat and without any intervention. Four different observations are made and thereafter analyzed. Throughout the whole study the subject of interest is the children's communication in their play. Children can communicate with each other in various ways, for instance with speech and without speech, i.e. with their physical language, aesthetic and multi language.

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.

Syftet med denna studie är att utforska hur kreativa lärprocesser mellan fantasi och vetenskap kan synliggöra barns perspektiv på omvärlden och därmed skapa möjligheter att utmana barns lärande för hållbar utveckling. För att komma närmare barns perspektiv på omvärlden utfor-skas hur barn uttrycker relationen mellan sig själva och världen de lever i, samt hur barns perspektiv på hållbar utveckling framträder i estetiskt skapande och berättande. Studien har en fenomenologisk ansats med livsvärldsperspektiv och baserar sig på deltagande observationer som metod. Som tankeverktyg används posthumanismen, vilken ifrågasätter världens tudelade struktur och som ser barn, lärande och kunskap som sammanflätade processer av tillblivelser. Resultaten presenteras som en helhet baserad på hur barn relaterar till omvärlden och hur barns perspektiv på hållbar utveckling framträder i estetiskt skapande och berättande.

Child poverty in Sweden as a social phenomenon has been highlighted in various debates and in poverty research during the recent years. Children's economic vulnerability has gotten more place in research. An interest to highlight child poverty awakened and this study highlights child poverty through a resource perspective among children in preschools. This study aims to examine how preschool teachers perceive the child's assets to various resources as well as how preschool teachers perceive the impact of the preschool where they work on children's access to these resources. The study is qualitative and has used interviews as a tool.

Syftet med undersökningen är att på en förskola utforska de olika avdelningarnas pedagogiska innemiljö. Hur planerar pedagogerna den pedagogiska innemiljön och vilka konsekvenser får detta för barnens lek och skapande. För att ta reda på detta genomfördes intervjuer med pedagogerna, observationer av barnens lek och beskrivning med hjälp av kort på avdelningarnas olika rum.Resultatet visar att pedagogerna anser att barnens intressen och behov styr hur de planerar den pedagogiska innemiljön. Genom observationer av barnens lek och samtal med barnen tar pedagogerna reda på detta. Eftersom många saker finns utom barnens räckhåll och de inte får använda alla material hur de vill begränsas deras skapande och lek.

Preschool belongs to Lpo-94. School readiness can interprets in different kind of aspects, then you can not found any goals to reach in Lpo- 94 for the pre-school, which preschool teachers can relay to. There are comprehensive goals for the nine-year school in Lpo- 94, about which knowledge the student should have for the fifth grade. Purpose of the studie is to examine preschool teachers understanding of the phenomenon school readiness. Qualitative interviews by preschool teachers in south and middle of Sweden has been carried out and a hermeneutic analyse has been used for a deeper understanding of pre-school teachers interprets of school readiness.

Abstract The purpose of this paper is to investigate teachers´attitudes to and work with outdoor education in preschool. The aim is also to identify the opportunities and barriers that exist to conduct outdoor education. In my research I have interviewed six preschool teachers in a medium sized municipality, where five of the teachers worked in the suburbs to the Big City and one teacher worked in the downtown Big City. All respondents in the study were in favor of conducting outdoor education. The respondents claimed that it promoted children´s health and motor skills. The result also shows that the teachers saw a great opportunity for learning related to outdoor education, by using the resources of nature.

This essay is about how basic democratic values are formed in preschool. I have focused on children´s abilities to take on responsibility and also, on the importance of relationships in the development of democratic values in preschool.This essay starts in self-perceived dilemmas, based on my own feeling that the children should have more rights and that the preschool often has too many unreflected rules and routines. The dilemma has been reflected on and has been discussed in relation to other theories. I have also reflected on my own behavior as a teacher and to what extent this behavior has influence on the outcome.The relationship between the governing documents and the work in preschool has been reviewed with the conclusion that they are not synchronized with each other.The investigation shows several examples of the meaning of a good working relationship between teacher and child and that children´s own sense of responsibility should be taken seriously and be recognized as a resource.In the discussion with the theories a connection between democracy, relationships and children´s responsibility was detected. The meaning of a good working communication and the teacher?s significance for the development is central and is made visible and problematized.The concluding words show how the approach to democratic and fundamental values must come to a change in preschools, a change that the teacher partly is responsible for.

The purpose of this study is to find out how teachers in preschool interact with children.By unstructured observations of teachers in preschool I intend to find out how they interact with children. Is it possible to see that the operation is built on guided interaction speciality?Positive interaction between adults and children is of importance to a good childhood and a child?s learning. I have asked myself how teachers interact with children in preschool. There are different ways of interaction.

The aim of the study was to examine the impact of the use ofTalking Mats in group conversations with preschool children. Two preschoolteachers and eight preschool children, aged 4-5, took part in one of twoconversational groups with one teacher and four children in each group. Thegroups were video-taped during four group conversations on two topics, withand without the use of Talking Mats. The amount of time for each child inthe conversation was calculated, the child?s communicative contributionswere coded and thereafter the extent to which their views were noticed wasanalyzed.

I läroplanen för förskolan (Lpfö 98/10) lyfts vikten av att pedagoger kontinuerligt dokumenterar och utvärderar den pedagogiska verksamheten. Syftet med denna studie är att syliggöra förskolepersonals olika uppfattningar av pedagogisk dokumentation samt kritiska och etiska aspekter. Studien är utformad från en fenomenografisk ansats vilket innebär att individers uppfattningar är i fokus. Studien är baserad på sex pedagogers uppfattningar av arbetssättet.  Resultatet tyder på att det finns olika sätt att se på vad pedagogisk dokumentation innebär och vad dess syfte är. Reflektion uppfattas vara en central del och är avgörande för om dokumentationen är pedagogisk eller ej.

The aim of this studyhas been to capture preschool children's strategies, when they include and exclude each other in play. My aim was also to find out how children choose to integrate into an already existing game. My questions were: What strategies are used by the children at the preschool when they want to exclude or include each other? How to integrate the children when they want to be involved in an ongoing game and how they will be received during the time of play? My theoretical starting points are from Vygotsky's theory of proximal development zone, and Michel Foucault's perspective on power, and also research on the subject.The empirical study was conducted using the observations at two preschools. The children I observed were between four to five years old.The results show that children used different strategies, and when the strategy did not work so the child could switch to another.