The main objective of this study was to find out what Pedagogical documentation does and to get knowledge of what you may need to consider in order starting a process of change with a focus on Pedagogical documentation. To get answers to my questions, the study is based on Pedagogical theories from scientists and interviews with three preschool teachers who have different experience on documentation. My main questions were: What characterizes a Pedagogical documentation? What tools / materials do I need to do a Pedagogical documentation? What is important to consider when starting the process of change with Pedagogical documentation? The result shows that Pedagogical documentation is an approach that is based on that one is curious, interested, observant, listens, talking and researching with children and colleagues. You give the kids great participation which you can then pick up the children's learning processes and reveals that the business and the children develop according to curriculum objectives.

AbstractThe aim of this study is to retrieve knowledge about how teachers in the preschool talk about children?s participation and influence in the work of Pedagogical documentation, and what they think about children?s integrity associated whit it. I have used qualitative interview as method, and I have interviewed five teachers from four different preschools. The result from my study shows that the teachers don?t see so much of children?s participations and influence in the work of Pedagogical documentation.

The problem presented in this masters thesis is: How can Pedagogical theory be used to illuminate and analyse attitudes of librarians in reading promotion activities for children and young people? The aim is to investigate librarians Pedagogical role and attitudes in reading promotion activities for children and young people. The following questions are asked: · How can the Pedagogical role of librarians be understood on the basis of different Pedagogical perspectives? · How do librarians describe their Pedagogical role in reading promotion activities for children and young people? · Is there a relation between Pedagogical perspectives and the ways in which reading promotion methods are developed by librarians? Reading promotion methods investigated are booktalk, discussions on reading and summer reading challenges for children and young people. The methods used in the study are literature studies, qualitative interviews and observations.

This Master?s thesis examines library courses, a relatively new form of user education. Our focus is on the Pedagogical point-of-views reflected in the text in these library courses. The primary purpose of the study is to analyze the Pedagogical discourse displayed in the library courses to determine if the perspective is behavioural, cognitive, constructive or socio cultural. We are investigating if the Pedagogical discourse differs from course to course, and if so, how are they different? In addition we aim to find out how the Pedagogical discourse in the library courses relates to university websites and governmental and legal texts, at the discursive and social practice level.

In this study, we aim to analyze how the terms documentation and Pedagogical documentation respectively are portrayed in the curriculum (skolverket 2010) as well as in the curriculum complementary material (skolverket 2012). The analysis is performed by use of critical discourse analysis. We used published research as a theoretical base to analyze the empirical data against. Our aim is to increase the understanding of how the terms documentation and Pedagogical documentation are used in the various policy documents and what messages these documents relay concerning the aforementioned terms.We aim to give some answers to the following questions:How to interpret the term documentation in relation to the term Pedagogical documentation.How to interpret the ways the terms are promoted in the policy documents. We conclude that the term documentation is vastly more open to interpretation than the term Pedagogical documentation. We note that the curriculum exclusively use the term documentation and stress the importance of using a variety of documentation forms.

The degree project aims to gain a deeper understanding of how pedagogues are working with Pedagogical documentation, as well as the significance of reflection in the educational work with children.The survey was implemented on two Reggio Emilia-inspired preschools and is based on a qualitative study using semi-structured interviews with open questions, where six pedagogues shared how they view the Pedagogical documentation.The study is seen from an epistemological perspective. The results show that pedagogues place great emphasis on reflection as a tool for a visibility of children´s learning and development. Pedagogues respond to children´s questions with a question at issue to challenge the children to develop their own hypotheses for problem solving.Keywords, Pedagogical documentation, reflection, learning process..

The Pedagogical progression within MSI ? Based upon The Bologna Process and UPC.In a near future several of the European countries will begin working after new guidelines concerning a declaration called the Bologna process. Everything will be done one step at a time and the declaration will change the way the students are being graded, all this for the sake of making the European labour-market moreopened for all of its millions of students.In Växjö this process is in the making, but to adapt to the future demands the school must also change its ways of teaching.To increase its quality the University has put together a procedure of actions to improve the Pedagogical working method in all its institutions. In this essay we would like to elucidate how the work with the Bologna process is proceeding within the institution of Mathematics and System Engineering and whatthey do improve their Pedagogical teaching. By doing a qualitative case study on the student at the Computer Science Program we wish to find the answers to our questions..

With the curriculum Lpfö98, and its revised version 2010, the demands for evaluation of the quality of the preschool have been emphasized. Accordingly, the activities need to be systematically documented, followed up and assessed, to be improved. Most importantly, this includes continuous follow up, documentation and analysis of the development and learning of the children. This is usually carried out by means of Pedagogical documentation, but how this working tool should be used in practice is not totally clear for all pedagogues. The aim of this study was therefore to investigate how Pedagogical documentation is performed, assessed and made accessible for the children, parents and staff-members, in practical preschool work.In the study, four pedagogues (two preschool teachers and two Pedagogical mentors), working in two different preschools where the Reggio Emilia concept is practiced for Pedagogical documentation, were interviewed using a semi-structured questionnaire.The informants described Pedagogical documentation as a complex and time-consuming working tool, albeit necessary and helpful to fulfill the requirements of the curriculum.

The house of one of the most prominent Swedish artists of the 20th century, Bror Hjorth (1894-1968), was turned into an artists-museum and opened to the public in 1978. It has since the start held Pedagogical activities and during the years developed its own Pedagogical approach.I have studied the museums Pedagogical work from two perspectives; visiting groups of immigrants and visiting groups of schoolchildren, in search of answers to the questions; can art be used as a way to integrate immigrants into the swedish society, and can artmuseums be a resource for schools?This essay contains my observations, conclusions and theories as well as general facts about Bror Hjorths House..

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.

The house of one of the most prominent Swedish artists of the 20th century, Bror Hjorth (1894-1968), was turned into an artists-museum and opened to the public in 1978. It has since the start held Pedagogical activities and during the years developed its own Pedagogical approach.I have studied the museums Pedagogical work from two perspectives; visiting groups of immigrants and visiting groups of schoolchildren, in search of answers to the questions; can art be used as a way to integrate immigrants into the swedish society, and can artmuseums be a resource for schools?This essay contains my observations, conclusions and theories as well as general facts about Bror Hjorths House..

The pedagogista is a new professional role in Swedish preschools. Some people question the role, which originates from Italy, since it is believed to carry out a Pedagogical leadership that belongs to the head of the preschool according to the curriculum and the Education Act. Consequently, there is cause for examining what Pedagogical leadership means in an organization with a pedagogista. However, re- search has shown the success of distributed leadership within schools. Hence, it ?s interesting to find out whether the Pedagogical leadership of the pedagogista could be understood as distributed leadership and what that would implicate.The purpose of this thesis is to explain and understand the Pedagogical leadership of the pedagogista.

Study: Degree project in teacher education, Advanced Level 15pUniversity of Skövde Title: Using a blog as a tool for Pedagogical documentation in interaction between two preschool teachers and parents. Pages: 39 Authors: Beatrice Johansson and Ellinor Pettersson Tutor: Urban Carlén Date: HT 2013 Keywords: Pedagogical documentation, interaction, blog, communication. The purpose of this study is to examine preschool teachers? use of blogging as a tool for Pedagogical documentation and the parents? participation in the blog. The study examines the interaction between the preschool and the children?s homes as well as if the use of a blog contributes to a greater insight for parents in the Pedagogical activities.In the latest curriculum, there have been a point of monitoring, evaluation and development, which seems to be a goal in the curriculum that creates uncertainty among the profession, how to configure them. Therefore, we felt that Pedagogical documentation would be interesting to investigate.

The overall purpose of this study is to examine how preschool teachers make use of digital tools in correlation with Pedagogical documentation. More specifically, the purpose is to interview preschool teachers about their ideas and their use of the digital tool Förskoleappen to record and document childrens learningprocesses. The purpose will be answered with help from the following questions: In what way do preschool teachers use Förskoleappen in Pedagogical documentation? What ideas and views do preschool teachers have about digital technology in general and Förskoleappen in particular? In order to find the answers to our questions we carried out a qualitative study in the form of interviews with six preschool teachers from two different preschools. We have used the designtheoretical perspective as our theoretical frame.

This is a thesis about an upper secondary  school library and its role as a pedagogkal resour­ce. My purpose has been to find out about the views and experiences of the staff at the school library and twelve teachers at the upper secondary school  conceming the school library as a Pedagogical resource. Fourteen  qualitative interviews have been accomplished, twelve  with teachers and the rest with the staff of the school library. All the interviewees seem to think that their school library has an important function as a Pedagogical resource and both the librarian and the teachers have given me some examples of occasions when the library has been used as a pedagogkal resource. This school library is mostly used as a complement to other Pedagogical resources but for some longer projects with an investigative character it could sometimes be used as the main source according to the answers in these fourteen  interviews..