Background: Pedagogical documentation is currently used as a natural part of the educational activities under the revised curriculum for preschool.Aim: The purpose of this study is to see how preschool teachers perceive and define educational documentation in preschool. The aim is also to see what opportunities and obstacles that may arise over the pedagogical documentation.Method: The study was conducted along a qualitative approach with questionnaires in order to reach more preschool teachers and thus obtain a broader picture of the subject content. From a phenomenological approach I have taken account of the preschool teachers' experience and perception of educational documentation and designed it to my own interpretation.Results: The results show that pedagogical documentation is an important tool in preschool teachers work not only found to contain a product, but seems more like a collection of a lot of products to be brought together into a whole..

AbstractThe purpose of this survey is to examine how educators work with reading- and writing-skills in preschool with six year old children. I want to examine if the new curriculum, Lgr11, has affected the school teachers in their teaching of reading- and writing and if their work has changed through the years. Using a qualitative study, five preschool-teachers, working in preschool for several years, were interviewed to be heard of their thoughts about this topic. The survey shows that preschool-teachers are more familiar with the curriculum of today, in relation to previous curriculums. Much because of that the new one is more addressed to preschool compared with earlier curriculums but also that the teachers in an easier way can see the pupils? way to knowledge.

Since 1998, the Swedish preschool has its own curriculum and with this the preeschool became the first step of a lifelong learning. The aim of this study was to explore how preschool teachers perceive their work before and after the Swedish curriculum was inserted. A qualitative method was used in this study. Four different in-depth interviews were conducted with preschool teachers, all experienced working at least before 1993. The curriculum theory and curriculum history were used to analyze the empirical data.

Teaching preschool children about the environment. A comparative study of how two preschools work with environmental issues.My investigations are based on qualitative interviews and observations carried out at two preschools, one of which has a nature and environment profile while the other works in traditional ways with these questions. I sought to explore the ways in which pedagogues in each preschool raise environmental awareness and, more generally, awaken an interest in nature in the children. The consequences of methodological similarities and differences will be considered.This term paper concludes that the difference between an environmental profile preschool and a traditional preschool working on environmental awareness is not large. The knowledge gained by children in the latter preschool surpassed that gained in the former.

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.

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 aim of this study is to widen our knowledge about the basic idea about having an open preschool for adopted children as understood by parents of adopted children and a preschool teacher. Sweden has a large number of international adoptions, in an international comparison among the highest numbers of adoptions per capita. Interviews were carried out with seven adoptive parents and one preschool teacher teaching at a special preschool for adopted children. It was found that adoptive parents had no particular problems with placing their children in an "ordinary" preschool. However, they choose to place the children in an open preschool solely for adopted children because of the possibility of sharing similar experiences as parents and children as well.

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.

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.

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..

The aim of this study is to examine what preschool teachers within Reggio Emilia inspired early childhood education express as important regarding the physical indoor environment in preschools. The study is implemented with a qualitative method and is based on four interviews with preschool teachers that have been involved in a course on Reggio Emilia. The interviews were complemented with four observations on the departments where the preschool teachers work. A second aim of this study is to examine how the relationship between the teachers statements correlate with the environment they have created at their preschool. The collected material was gathered and then categorized.

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.

The aim of this study was to visualize in a pluralistic perspective how mothers of breastfed preschool children experience being treated by preschool teachers. Method: Qualitative interviews with 10 mothers and qualitative content analysis. The mothers experienced breastfeeding was surrounded by slience at preschool. The mothers were met with silence, felt vulnerable and did not want to be subject to criticizm. To the best of our knowledge, this is the first investigation on this subject. .