The aim of this qualitative study was to get a deeper understanding of social workers experience that children who participate in the Trappan-insatsen get a sense of coherence. To achieve an empirical material social workers who perform Trappan-samtal have been interviewed. The study shows that it is important that children get help and support to talk about the trauma they experienced. The support of the narrative, however, differ depending on the child's age, it is important to have a flexible approach as a Trappan-user. It appears that it is essential that parents give their consent to the children so they can talk about the violence.

AbstractMy aim for this study is to examine what the parent?s of the children attending pre-schoolwants to be a part of, by examining the parent?s description of the performance review andwhat their experience from them was. This study is based on earlier research and literature,which describes the pre-schools activities, how they work and the documented goals they tryto accomplish. I also did eight interviews with parents from two municipalities, which I theninterpreted based on my experience and understanding. The interviews focused on theparent?s description of their experience of how much influence on the work in their child'spre-school.

This study is about the preschool environment. Earlier studies show that preschool environment affect children?s development and learning. This study will exemplify the perspective of active preschool teachers of how they see at preschool play environment. The aim of this study is to bring insight and understanding on how preschool teachers see upon their play environment and the play that occurs.

The purpose of this research has been to study and find out if a diagnose AD/HD is of importance. Does a diagnostic significance matter for how to support and respond to children in school? Are diagnosed children with signs of AD/HD treated differently than children without diagnosis? My study is based on input from teachers, special educators, from two different schools and also one doctor and one parent.I have interviewed teachers, special educators, one physician and one parent. I have been using qualitative interviews with tape recorders and emailed them with open questions. I have been using literature; see bibliography.

The aim of this thesis is to investigate how children experience librarians, their knowledge, assignments and appearance. The children?s thoughts about libraries and librarians in general are also studied. Empirical data has been collected by interviewing children aged 8-12 years old. The method used is qualitative interviews performed individually, in pairs and groups.

The present study examines in a longitudinal perspective earlyspeech development in children with partial isolated cleft palate comparedwith children with unilateral cleft lip and palate and children with typicaldevelopment. The groups were compared regarding consonant production at18 months, 3 and 5 years. The results showed that speech development inchildren with isolated cleft palate did not differ significantly from that inchildren with typical development except for production of oral fricatives at18 months. The children with unilateral cleft lip and palate had significantlymore speech deviations at all ages. The children in both cleft palate groupshad significantly higher hearing thresholds at all ages.

AbstractMy purpose with this study is to find out if it helps children who have diffuculties with their concentration if they get to practise their motor behaviour knowledge during their day at the school to promote their learning capacity. My purpose is also to find out how schools works with motor behaviour training. To get answers to my questions have I done interviews with four educationalists and I have also used books and internet sites. Motor behaviour is of importance to how children learn things in the school, without a well working motor children gets difficulties to sit still and to concentrate. The children may put their energy at the wrong things in the classroom, when the energy instead should be need to learning things.

AbstractThe purpose of my study is to examine the experiences and opportunities to support teachers in preschool to help children in vulnerable environments, a good self-esteem. Hindberg (1999) writes that of all children today are growing up in Sweden, so ten percent live in families where there is abuse. According Pousette (2011) as the National Public Health Institute has a new appreciation for families where there is hazardous and this means that drinking or abused so much that it can become an addiction. They appreciate the investigation that twenty percent of all children in Sweden are growing up in these conditions.The results show that teachers' work is about building a sense of security in the children, both the teacher and the environment. It also shows that teachers believe that it is important to work with the self-esteem of all children, but especially children living in abusive families.

The purpose of this Master's thesis is to elucidate the phenomenon of storytelling and its methodology in the context of public library story-time for pre-school children. It also strives to give an insight into the functions of story-time both with regard to the storyteller and the participating children. The study is based on qualitative methods in the form of a literature analysis, observations and interviews. The interviews were undertaken with two storytellers from the same library who work with children up to three years old and children aged between four and six years. The result of the study suggests that storytelling is more appropriate than reading aloud in situations when large groups of children are involved.

To talk about, talk to or with children. A conversation between a child and its teacher should be more than the teacher telling the child what to do, how to act. It should be more like a respectful and reverent meeting between two people where the adult sets the tone. The purpose of this research is to investigate teachers' experiences of conversations with children in need of special assistance. Our issues: What do teachers say about how they meet children in need of support? How do teachers response to students who are in difficulty? What ability have teachers and their school's to meet children in need of support and what appear to be particularly important or problematic issues for them in that work? In order to find some answers to our questions we interviewed ten teachers at two schools.

KALMAR UNIVERSITYDepartment of Health andBehavioural Sciences.Education of Social Work 21-40 p.C-essay, 10 p.Title: The Accepted Adjustment ? How Twelve Children Belonging to Ethnic Minority Groups Experiences Everyday Life in School.Authors: Kristin Lundin & Karin SwartlingSupervisor: Jesper AndreassonExaminer: Ulf DruggeABSTRACTThe aim of this C-essay, using a qualitative method and from a child prospective, explore how children belonging to ethnic minority groups participating in the Swedish education system at an intermediate level, experience everyday life at school and the interactions with their teachers. We have interviewed twelve children between the age of eleven and thirteen years old. The children have either immigrated (adopted children are included) or are born in Sweden but have at least one parent who has immigrated.The outcome from our study is that immigrant children have a positive experience of their daily life in school and in their interactions with their teachers. The majority of children state that they view their teachers as good educationalists.

The purpose of my study was to find out how staff in after-school activities thinks they work with norms and values, we may call this values education, and how this in turn may influence children's norms and values. By extension, how children are socialized with each other and develop socially. In my research, I have interviewed five of the after-school activities staff who work with children aged 6-9 years at a school in the neighbourhood Rinkeby-Kista in northwestern Stockholm.The results show that after-school activity according to the staff can play a very important and sometimes crucial role in children's social development. Staff believes that if they do not learn the social rules by participating in playing and games in early childhood, when growing up they are outside and cannot participate. By their pedagogical approaches, in terms of values and norms, the adults in after-school activities can help children to become socialized into a community of solidarity and eventually as adults become responsible citizens able to function and participate in society..

There are a lot of different sounds in our sound saturated time. Noise is an unwishable soundand a high sound level can give short- or lingering problems for both children and adults.The purpose was to find out if and in that case why children and the activity at the pre-schoolaffects by a high soundlevel. Another purpose was to examine what the effects would be if thepedagogues set about the work to get a good sound environment at pre-school.The investigation was accomplished in shape of qualitative interwievs where six pedagoguesfrom different pre-schools answered questions about a high soundlevel.All of them have been educated to hearing pilotes.The result of this investigation shows that some pre-schools have a high sound levels but notall of them. In those cases where there is a high soundlevel are there often too many childrenat the same place on the same time. That makes the soundlevel even higher and both childrenand adults are getting tired.By improving the sound environment at the pre-school both children and adults often gets abetter activity.Keywords: high soundlevel, hearingpilot, noise, affects on children..

This is an ethnographically inspired study focusing on multilingualism in a Swedish preschool setting. The purpose of the study was to find out how the children perceived their multilingualism and how it was expressed by the children in the interaction with teachers and peers. The research questions were as follows: How is the multilingualism expressed in the day to day interaction in preschool? What significance does the daily interaction with peers and educators have for the children?s perceptions of their multilingualism? How do the children perceive their multilingualism and the value in their multilingual abilities?  To answer these question methods inspired by ethnographical studies were used, namely participant observation and semi-structured interviews with the children.   Theory was used from two areas; childhood sociology as theorized by Corsaro with the ideas of peer cultures and interpretive reproduction, and the sociology of language with the theory of collaborative empowerment as introduced and developed by Cummins. The children in the study were seen as social actors who are important here and now and who contribute to the development of society.   The study showed that the multiple languages were visible in the preschool, but that the Swedish language was upheld as the norm and the language of communication; no children were recorded playing in their ?home language? during interaction with other children.

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.