This scientific essay is based on four self-perceived situations that all takes place in an outdoor environment. The children are aged seven to nine years. At least one of the children in the groups has some type of concentration difficulties. I have combined my practical experience with literature and previous research regarding outdoor education and Children with concentration difficulties. Based on this I have tried to interpret and reflect on the opportunities and problems with outdoor education for Children with concentration difficulties, especially so called situational concentration difficulties.

Children with concentration difficulties are to a great extent a problem in schools and therefore it becomes interesting to see how possibilities around these children can appear in pre-school. From a pre-school teacher?s perspective, the study aims to provide a deeper understanding of how outdoor education can influence Children with concentration difficulties. The method of the study is a qualitative research run-up with interviews that intends to describe pre-school teachers? views.

The purpose of this study is to gain a deeper understanding of how preschool teachers are doing to train Children with concentration difficulties to maintain their concentration. That Children with concentration difficulties increases is something that emerged in this study. In order to facilitate and help these children in the best possible way, you have to know the underlying causes and the factors that contribute to lack of concentration.Iam usinga qualitativeinterview method withsemi-structuredquestions to getanswersto my questions.Threeteachers fromtwodifferent preschoolsparticipated in the survey. What emerged in the study was that large groups of children, long days at preschool and today?s society with stress are major causes contributing to the increasing number of Children with concentration difficulties according those interviewed. The teachersworkedprimarilyonan individualizedmannerin which theyassumed thatallchildrenare different andreact differently to theimpressions andstimulipresent in the environment.

The objective for this study was to acquire a greater insight if Children with concentration difficulties are assisted by outdoor education in the traditional teaching. With the use of a qualitative methodology four teachers were interviewed. The outcome gave evidence for that the teachers thought that outdoor education has a positive outcome for children with concentrations difficulties. The findings were divided into three key categories: the teacher?s reflections about outdoor education, outdoor education for children with difficulties in concentration and if there was any difference in how the children behaved indoors after having educations outdoors..

Concentration problems have been discussed from a variety of angles and have been problemized in different ways. One approach is to place the major part of the problem on the child independent of its environment. The terms used as an explanatory model are ?attention disorder, impulsiveness, difficulty at finding suitable activity levels, difficulty in understanding rules and instructions? (Kadesjö 2007). Others place the root of the problem in the environment prevalent at pre-school and school.

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.

Abstract The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration difficulties. I want to know what the teachers think characterizes concentration difficulties, the situations in which difficulties creates the most problems, and whether the teachers think that these difficulties solely depend on external factors. To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school. The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration difficulties because the problems is very individual.

Abstract This examination work is about the role of physical activity for students with concentration difficulties. The purpose of this work is to describe educators experiences of how students with concentration difficulties are affected by physical and motor activity during school-time in primary school. In the work I assume from my questions that are: How do educators experience students with concentrations difficulties? Do educators think physical and motor training during school-time matter for the students learning processes? How? Do students with concentration difficulties have other possibilities than other students regarding physical and motor activity during school-time? I am using a qualitative interview method for answering my questions. The interviews are conducted in collaboration with three educators in a medium-sized Swedish F-6 school.

Abstract The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration difficulties. I want to know what the teachers think characterizes concentration difficulties, the situations in which difficulties creates the most problems, and whether the teachers think that these difficulties solely depend on external factors. To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school. The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration difficulties because the problems is very individual.

This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.My questions are:How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?Which subjects are affected by reading- and writing difficulties/dyslexia?To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities.

The aim of this work is to examine methodologies at remedial lessons for children with weak mobility, in a common Swedish municipal school in an attempt to determine if a connection to theoretical learning exists.Kadesjö describes how difficulties in concentration can arise as a result of problems with mobility and perception, and according to Piaget very young children develop cogitation through physical movements. These connections are not news but always current.At the meeting with Lasse the question was born whether learning problems in school that are a result of concentration difficulties, could be countered with mobility training.By the selection of Life history as method, it?s possible to follow a physical educator's experiences through his 30 years of work, and to some extent even his private life. Experiences and results are notified from a historical perspective from 1976 until 2006.He is bringing us on a journey that shows the changes in methodology and results after his contact with Sensomotoriskt Centrum..

How teachers teach children with attention difficulties. This is a qualitative interview based on the experiences of four teachers. I want this study to examine teachers' experience and views about ADHD diagnosis. I would also like to find out what teachers do and think about the practice which surrounds students with ADHD. How to formulate and think of four active teachers about ADHD? What are the implications of the diagnosis perceive the four teachers interviewed that the diagnosis must for students? Among the measures that consider the four teachers interviewed are most effective for students with ADHD because they provide an equal education? Those questions are addressed to specifically learn about how they proceed in their activities.

AbstractMy study is about working memory and working memory abilities for Children with concentration difficulties. I have looked at literature and current research. I have also done an interview study on three pedagogues who have experience of the problem area.The conclusion I can draw from my investigation is, when it comes to working memory and what Children with concentration difficulties can have problem with, is often shown when instruction is given in several stages and when the child come to the last instruction they sometimes have forgotten what the first instruction was. Special questions, image, image schedules and written instruction can help the child to remember. I also found that the pedagogues not only looked at working memory, but they also examined how the child hear and see, therefore they look at the ability of how the child notice what they hear and see and how they use it in their every day living.

The purpose of this essay is to raise and discuss children?s problems with concentration in two areas, stress and Adhd, where the symptoms are similar to each other. During recent years I have experienced how "difficult" children increasingly have been diagnosed and "stamped" with various combinations of letters. Because of my own children?s diagnoses, this has raised my interest in studying children´s modes of expression and behavior, and I have come to question whether many children who receive a diagnosis of Adhd really are afflicted by it.

The purpose of this investigation was to investigate how being outdoors and participating in physical activities affect the concentration in a collection situation among children.The methods I chose were observation of two groups of children two times each and interviews with four educators.The results showed that the concentration in the collected situation depends on past activity, where it has taken place and that the environment has an impact. If the previous activity been more active and physical the subsequent collected situation is calmer and the children more concentrate. The facts that the children have been outside in an inspiring environment that encourage playing and movement also have a position impact on the child´s ability to concentrate. The collected situation is an important moment in the preschool day when the kids need to congregate and get a chance for social interaction and a sense of togetherness with all the children and teachers. The conclusion is that there is a relationship between movement, physical activity and an increased concentration.