The purpose of this paper is to examine preschool educators conceptions on gender pedagogy. Based on preschool teachers own words, we want to get an insight into the use of gender in the curriculum in preschool classes. We also examine the conditions and setbacks of conducting a gender-sensitive educational way of working the curriculum.In order to examine our research question, we choose the method of qualitative interview, and previous research in the theory of gender pedagogy from a Sociocultural perspective, in which social interaction is very important. We have interviewed five educators in preschool classes, all with similar educational backgrounds.In the results and analyses section the educators' definition of gender pedagogy is presented and how they take part in gender educational theories strategies. The result of the survey show that the importance of the educator?s own approach to and further education in, the subject matter, makes it possible to really understand the gender norms.

The aim of this thesis was to investigate how students, teachers and special teachers use, or may want to use, mobile phones as a resource in everyday schoolwork. An analysis of the result was made base on two main theories. One i Säljös theory about the Sociocultural perspective, where artefacts play an important part in the devolopment of human society. The other is Laurillardss thougts of social learning and the use of technology in teaching. The methods used were inquiries and semi-structured interwiews with individuals and groups.

Vi ämnar undersöka hur attityder gentemot queerteorier har förändrats och påverkat några prästers yrkesutövande. Målsättningen är att synliggöra utifall queerteorier på Bibeln används på ett aktivt praktiskt sätt eller enbart på ett akademiskt plan. Vi har använt oss av queerteorier utformade av Judith Butler och Gayle Rubin. Genom en intervjustudie utförda med kvalitativ analys, har vi kommit fram till att queerteorier tycks sträcka sig enbart till den akademiska sfären. I diskussion ställer vi oss frågan: vad queerteoriernas funktion är och varför de inte appliceras i större utsträckning? Nyckelord: Queer, Bibeln, Svenska kyrkan, Heteronormativitet.

The purpose with this study is to inquire how a number of active preschool teachers use music in their daily work with children. It also looks at the meaning they think music can have to the whole group of children, especially in terms of solidarity and interaction in the group. In order to study this I chose to use questionnaires as the method. These questionnaires consisted of open questions to enable longer answers from de participants in an effort to hear their thoughts and get their point of view. The result of this study shows that all of the participants seem to have good experiences from musical activities with the preschool children.

The purpose of this study was to investigate how the special education, for children with language impairment in preschool, was organised in a municipality in Sweden. The study was based on interviews and field studies as the primary research tools in qualitative and ethnographic method. The result showed that special education teachers were localised in different geographic areas of school and that there were preschools that lacked special educational expertise in language impairment. Literature and the importance of playing for language development were emphasised as well as the use of signs and visual aids as augmentative and alternative communication. In the preschool for children with language impairment, the teachers carried their knowledge into practical and pedagogical work.

This study deals with pedagogical documentation. With a revised preschool curriculum,where this is a crucial aid for illustrating the learning process of children and educators, aswell as demonstrating the activities of the school, it is of the utmost relevance to further explorethis notion. The study focuses on a single municipality and explores the various ways inwhich its preschools do in reality deal with this issue in correlation with the actual visions andgoals set by that municipality. Through a series of qualitative interviews with educators aswell as with the municipality Head of Education, this study outlines how educational documentationis in fact applied in the schools in question. The gathered data has been interpretedwith a power perspective as well as with a Sociocultural perspective in mind.

In the Swedish Curriculum (Lpfö 1998, revised 2010) pedagogogical documentation constitute a big part. It is important that the childrens development and learning are documentated properly, both for the child itself, but also as an quality review and evaluation of the work that is made at the Preschool.In this study we have examined preschool teacher?s attitudes towards pedagogical documentation and how they work with it and use it in the daily work at the Preschool.We have also examined their own abilities to implement pedagogical documentation. For whom is the documentation made for? We also wanted to see if the children had any opportunity to influence the work.We have used a qualitative method and our study is based on six semi-structured interviews with six preschool teachers.

AbstractThe aim of the study was to examine how a school team works with formative assessment in compulsory school for pupils with intellectual disabilities. The study had a particular focus on formative assessment in relation to pupils with moderate and severe intellectual disabilities. Since there is a lack of research within the field of formative assessment and pupils with moderate and severe disabilities this study may contribute to new knowledge in this field. A Sociocultural perspective has been used as a theoretical framework. A central concept in the Sociocultural perspective is that people develop knowledge in interaction with other people and that communication and language is important.  The methodical framework was inspired by an ethnographic approach and the empirical material was concocted by participatory observations and by interviews.

The aim of our graduate work is to study the importance of image and shape?s in children's development and learning and also the preschool teacher?s views on image and shapes. Our research aims to explore the value of image and shapes creation and how it is expressed among children and in classroom activities. We are also interested in finding out how it differs from adults' views and what materials teachers use to promote the image and shapes creation in the curriculum. In our own experience, image and shapes activities are often structured differently in different curriculum activities.

The purpose of this study is to examine how pre-school teachers think about the importance of circle time in regard to the child's language and social development from a Sociocultural perspective. Furthermore the study will include what role the educators? have during the circle time.To answer our purpose we have chosen the following question:What is the role of the teachers in the circle time?What are the teacher?s thoughts about the circle time?s importance to children's social development?What are the teacher?s thoughts about the circle time?s importance to children's language development?The study is constructed on qualitative methods, where we conducted structured interviews with six preschool teachers and observed their circle time to collect our empirical material. The study is also based on Vygotsky's Sociocultural perspective which says that all learning takes place through relations and interaction with other people in the cultural context you are in. The results have shown that pre-school teachers are aware of the circle time?s importance to children?s development, and purposely plan the circle time to give children the opportunity to develop both socially and linguistically skills..

It is important that children develop their communicating skills to be able to interact withother persons in different social contexts. Without the necessary skills, the child will struggleto understand others, as well as to be understood. My qualitative research takes place in a preschoolclass at a primary school in Stockholm, where I from a Sociocultural perspective onteaching and learning aim to clarify how the students? ability to develop their linguisticperformance and their communicative competence is stimulated within this primary preschool?seducational framework. Empirical data was collected both through observations ofthe daily activities in the pre-school class as well as through interviews of three employedteachers.My research indicates that the educational framework in this pre-school class is structured tocomply with the official Swedish Curriculum, Lpo.

The purpose of the study is to investigate educators? attitudes and didactic positions on popular culture as a form and a means of children?s learning in preschool. The questions posed in the study are:? How do the educators define popular culture, which examples of popular culture do the educators give?? How do the educators describe the spoken and unspoken rules and positions regarding popular culture in preschool practice?? What are the risks and benefits when including popular culture in preschool, according to the educators?In this qualitative study four educators from different preschools have been interviewed. The preschools take as a starting point different educational philosofies.

My point of origin concerning this thesis was an interest for how school may develop students? reading comprehension. International surveys show that the results for Swedish students? performance regarding reading comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting.

Swedish pre-school teachers are in the middle of a debate regarding a form of general school competence that today is criticized by mass media. The training and skill development that is used today is an important tool in the development of the organization as well as the people that work in them. This study aims to explain how this training actually is performed and the opinions of the pre-school teachers that actually finish the training. Previous research in this area has primarily been focused at the types of methods that exists from an executive standpoint. This study, instead, aims to shift that focus to the individual worker.

The aim of this Master thesis is to study how management, teachers and librarians at the university college Swedish school of sport and health sciences (GIH) view information literacy (IL) as a standard in higher education. I have used a sociocultural theoretical perspective, as the focus being on co-operation within the institutional context. The following questions are focused on: Of what importance are the control documents concerning IL as a standard in the educational program? How do the respondents view the value of, and the responsibility for, IL as a standard in the educational program? What are the conditions for co-operation at GIH to reach the standards of the higher education act? The methodology used is qualitative case study. Six qualitative interviews were carried out in order to describe the attitudes of the management, teachers and librarians related to this subject.