The purpose of my study is to illumine the Aesthetic learning process significant in the preschool. Focus has been on allowing educators in different preschools to answer questions valid the use of Aesthetic learning processes. I chose to do my study using an opinion poll and a literature review. The result shows that the preschools use Aesthetic learning processes and according to the educator?s Aesthetic learning process is a very important tool for education in the preschool.  The notable in this study is that the educators have different views of what aesthetic means. The first view is that you only work with aesthetic subjects.

In this essay we study the practice of teaching and learning through Aesthetic learning processes in a Waldorf School. Through an ethnographic field study three Waldorf teachers have been interviewed about their views regarding in what ways Aesthetic learning processes are present in their teaching and how learning through these processes is being carried out practically. For the study a specific class has been observed during three days in a Waldorf School in Stockholm to examine how the Aesthetic learning processes are being performed in practice.Through the study we have reached the conclusion that in this particular Waldorf School teaching is being performed artistically and through aesthetic approaches and perspectives. This way of teaching is being carried out not only in the aesthetic subjects but also in the theoretic. The results of the study show that Aesthetic learning processes are present in almost all of the subjects in this Waldorf School..

The purpose of this thesis is to investigate how teachers perceive that they work with science in preschool through Aesthetic learning processes as tools both in the indoor and outdoor environment and make visible what the educators' underlying beliefs are that affect how they perceive Aesthetic learning processes as tools used to deepen children's understanding of different scientific phenomena.This is an interview study using the phenomenographic approach as a means and method to make visible and report on teachers' views on how Aesthetic learning processes can be used to extend preschool children's learning about science. The results are analyzed and discussed based on John Dewey's theoretical ideas about children's learning, aesthetics and science.The study clearly shows that teachers' views on Aesthetic learning processes and how they can be used in the work whit science is very divided and in some cases unreflective. The most striking results are that teachers often are unaware that they make use of Aesthetic learning processes because they have a more limited view of what it is than we have in the paper. All informants have science as a core subject. Their focus of the activity is located at the showing and visualizeing of scientific phenomena and some of them express that they submit the Aesthetic learning processes to their colleagues or that they collaborate with someone who has training in some art form.

The aim of this study is to obtain a deep knowledge about identity creation of preschool child-ren at the age of four to sex with creative pictures and its Aesthetic learning processes with childrens perspective as a starting-point. The issues that I have used in this study are how childrens identity creation relates to the Aesthetic learning processes in the preschool enviro-ment, how children experience the figuration of their own identity related to other individuals and the enviroment by taking different positions in Aesthetic learning processes and how childrens identity creation becomes visible in preschool.In order to explore preschool childrens identity creation in Aesthetic learning processes the qualitative research-oriented approach has been implemented with unstructured observations and the informal interview as the methods for data acquiring.This studys theoretical points are sociocultural perspective and symbolic interactionism. Both these theoretical perspectives emphasize the significance of communication, taking different perspectives and learning in an interaction between an individual and enviroment within given sociocultural frames of referens which results in an individuals identity development.Results from the study show that childrens painting is more than an occupation with a picture as a product. Childrens painting is rather a playfull aesthetic expression form and a relation-oriented, dynamic learning process which is related to the enriching of individual self, the consciousness and the creation of meaning within preschools frames of reference.My expectation is that my study will contribute to didactic discussions about childrens iden-tity creation while using aesthetic expression forms..

The purpose of this study is to investigate how teachers work with basic mathematics combined with aesthestic learning processes such as arts and music in grades F-1. The essay will compare teachers? perceptions regarding aestethic learning processes when using art and music are used in the teaching of mathematics. We have used the following questions:Do teachers use Aesthetic learning processes in the forms of arts and music in the basic teaching of mathematics and if so, how and in what way?What importance has Aesthetic learning processes in the forms of arts and music in basic teaching of mathematics according to the teachers?What advantages and disadvantages do the teachers find with combinding the basic mathematics with arts and music?The study is based on a qualitative method with five interviews and eight observations.

Educators have an importance for the pupil?s progress, where the individual adjustment tutoring is varying. The pupil?s self-confidence is also individual and can be affected by the humans in the society. To find every pupil?s knowledge and enjoy creating and learning is a big part of an educator?s work.

The purpose of the study is to show the conditions there are by working with aesthetic expressions in pre-school and how these activities are implemented. Questions that we are going to discuss are: What are the conditions for working with aesthetics in pre-school? How is the work implemented when it comes to aesthetic expressions? Our ambition has been to study what conditions it takes to use aesthetic expressions in a way that is meaningful for the children and also show the conditions and alternative methods that are present in different schools. We have used a web survey to reach a result in the study. This web survey includes questions about the different aesthetic activities and has given us the answers to the questions above. The result shows that there are different ways of working and different views at aesthetic expressions.

The National Arts Council[1] has made an evaluation on obstacles and success factors for the interaction between culture and school. In the evaluation report they concluded that teachers and cultural workers have different views on culture and knowledge which creates confusion in their interaction. Thus I became interested to investigate teachers and cultural workers views on culture, aesthetics, and the knowledge that they think the students / children / young people should get from culture and aesthetics. This work is based on qualitative interviews with four teachers and four cultural workers. I compare their views with each other and link it to different research perspectives on culture and aesthetics in school to get an understanding of the similarities and differences in their approach, and what implications it can have in the school?s learning processes. In this work, from a didactic point of view, I found that when the teachers and cultural workers are talking about culture, the why-perspective differs.

The study has been conducted to find out whether aesthetic expressions and experiences can benefit the smallest children's language development. How do the teachers at the preschool relate to aesthetic expression? Do they think that aesthetic expression and experience will be favorable for stimulating children's language? Children perceive through their senses, logically aesthetic expressions should promote children's learning and development. How does this claim stand in relation with the smallest children's language development and teachers' views on aesthetics as a pedagogical tool for language stimulation? To get closer to the answer a survey have been done.

THE PAINTING CHILD. A DISCOURSE ANALYSIS OF AESTHETIC PROCESSES OF LEARNING IN RELATION TO DEWEY´S ART AS EXPERIENCE.The aim of this study is to present a discourse analysis made on five-year-old children during art activities in a preschool in Sweden. The questions asked are: how does interaction take place between the children, or the child and the teacher, during art activities? And what does this tell us about the relationship to art in preschool? In Art as Experience John Dewey claims that art is separated from other experiences of life, but that it ought to be close to ordinary life-experiences. Today visual culture is important in society but not in school.

Pupils learn in different ways, varied teaching is needed to encourage all pupils. Aesthetic can be a good tool in this work and dance is one of the aesthetic subjects that can be used in the education. Dance gives the pupils an awareness of their bodies and what they can express through it. The essay discusses diffrent angel of incidence of dance in school and its positive effects and examines what kinds of dance there are in the schools of Vänersborg?s municipal.

The purpose of this thesis is to find how to work with pedagogical documentation with the aesthetic subjects of dance, music and visual arts. The study also aims to investigate how teachers themselves believe that documentation of these subjects make visible the children?s learning processes. Also to explore if there are any differences in how teachers document the various subjects, and if so, how they can learn from each other to develop the work with pedagogical documentation. I have chosen to use qualitative interviews with a selection of three pre-school teachers who have been working with either dance, music or visual arts.

Syftet med följande arbete är att undersöka om och hur Learning study som är en metod att granska, analysera och utveckla pedagogiken, kan förbättra undervisningen i teater på gymnasiets teaterestetiska inriktning. Jag vill säkerställa att kommunikationen i undervisningen fungerar och förbättrar deras kunskaper gällande begreppet närvaro inom teaterämnet. Enligt den ryske teaterpedagogen Stanislavskij så innebär närvaro en överensstämmelse mellan skådespelarens övertygelse i karaktären och det uttryck skådespelare och regissör vill förmedla. (Järleby, 2001, s. 174-175.) I detta arbete har jag även reflekterat och redogjort för tidigare forskning genom två studier inom Learning Study och en studie i teater.

The objective of this graduate work is to gain a better understanding in how pre-school educators are able to work with music in their pre-school activity to promote child development. We also want to enlighten possible factors for the development of children based on music and to form our own ideas of whether teachers choose to apply music in their didactic practice or not.The point of this essay has been to attempt answering on what importance music makes for children's development and learning in pre-school, and how teachers could work with music in pre-school in order to promote children?s development. Our data consists of six interviews and two observations realized at a pre-school in Södertälje.We took heed from the theories laid out by Lev Vygotsky's which describe four different levels of development that includes educational development in social interaction between teacher and child. Our choice of this theory is inspired by our seeking deeper understanding of Vygotsky's theory´s application to the aesthetic approach in the interaction in meaning making and learning.The result of our study confirms previous theory and research in that music as a form of expression has a major impact on children's development.

In the preschool curriculum there is not much described when it comes to the subject of music. What is written about the aesthetic subjects is related to the overall learning moments, rather than separated into objectives for each subject. The learning includes, among other things, that the children will be offered a variety of cultural experiences. However, there is no explanation to what should be included in the use of music. The purpose of this thesis is to investigate the function of preschool song circles, based on three preschool teachers' stories.