The aim of my thesis was to examine if educators need to be critical of what they read to the children from a gender perspective. I examined how Picture books depict gender and if the books enhances or breaks perception of gender roles. I also examined educator?s perception of gender and if they think Picture books can affect children?s perceptions of gender, but also what educators think about gender equality through Picture books. The study is based on analysis of five Picture books and interview with five educators.The results of analyzes showed that Picture books are stereotyped and enhances perceptions of gender roles.

The aim of my thesis was to examine if educators need to be critical of what they read to the children from a gender perspective. I examined how Picture books depict gender and if the books enhances or breaks perception of gender roles. I also examined educator?s perception of gender and if they think Picture books can affect children?s perceptions of gender, but also what educators think about gender equality through Picture books. The study is based on analysis of five Picture books and interview with five educators.The results of analyzes showed that Picture books are stereotyped and enhances perceptions of gender roles.

The purpose of this study was to examine gender depiction in Picture books in preschools. Our experience is that many Picture books contain old-fashioned gender stereotypes. During the analysing process, we used the following theories: Yvonne Hirdman?s theory about the stereotypic gender contract and Lev Vygotskij?s theory about experiences increasing our ability to fantasize. We read through 154 Picture books in two preschools and categorized them into two categories: normative and non-normative books.

The aim of this bachelor thesis is to investigate how gender stereotypes appear in Swedish Picture books. The investigation consists of literature studies and the method used is a text ?and picture analysis. By using this method, it allows us to interpret both text and pictures in the books. It is carried through by consultation of Yvonne Hirdmans theory of how men and women are two different things and that man in this relation constitutes the norm.

The purpose of this study is to analyze Picture books from a gender perspective. The books are found in a book box that the libraries send out to preschools. This study is based on the following questions:How are boys and girls portrayed in Picture books?Do the Picture books encourage or discourage the principles of equality found in the Curriculum for the Pre-School and the equality work conducted in the preschools?I performed a qualitative text and picture analysis of 12 Picture books. I used Maria Nikolajeva and Kajsa Wahlströms schedule of typical masculine and feminine qualities and activities when analysing the Picture books.

The purpose of this study is to analyze Picture books from a gender perspective. The books are found in a book box that the libraries send out to preschools. This study is based on the following questions:How are boys and girls portrayed in Picture books?Do the Picture books encourage or discourage the principles of equality found in the Curriculum for the Pre-School and the equality work conducted in the preschools?I performed a qualitative text and picture analysis of 12 Picture books. I used Maria Nikolajeva and Kajsa Wahlströms schedule of typical masculine and feminine qualities and activities when analysing the Picture books.

AbstractThe purpose of this study is to see how technology is presented in different fictional Picture books that are available in preschool. Six fictional Picture books that have connection to technology in picture and text have been analysed. In order to show how technology can be made visible in fictional Picture books, the relation between picture and text has been analysed through a technology perspective. Furthermore, the pictures and the texts have been analysed separately in order to show what they show respectively in terms of technology. The fictional picture book has a potential to be a basis for making technology visible in preschool, which is a step in a new direction.

Preschool has a long tradition of using Picture books, both as entertainment and as a resource for educational activities. In science there are two main application areas. The first one is science concepts and the second is to teach basic science process skills. These skills, observing, communicating, inferring, classifying, measuring and predicting reflects the methods used by scientists. Picture books potential to put science concepts and activities that promote the use of science process skills in a meaningful context, recommends using Picture books for this purpose.

AbstractThe purpose of this study is to see how technology is presented in different fictional Picture books that are available in preschool. Six fictional Picture books that have connection to technology in picture and text have been analysed. In order to show how technology can be made visible in fictional Picture books, the relation between picture and text has been analysed through a technology perspective. Furthermore, the pictures and the texts have been analysed separately in order to show what they show respectively in terms of technology. The fictional picture book has a potential to be a basis for making technology visible in preschool, which is a step in a new direction.

The general purpose of this dissertation is to study picture communication in Picture books and it addresses the following questions:What is the illustrator?s role in the process of making a picture book? What communicative qualities do pictures have in Picture books and how do pictures interact with texts? What methods do illustrators use to visualize the meaning of stories in Picture books?A genre analysis, a literature study and an interview of a professional illustrator has been conducted to answer the questions. I found that all objects that make up pictures, the arrangement, colours and shapes contribute to the meaning in diverse ways. Pictures also communicate in a different way than texts. An important difference between pictures and texts in the context of Picture books is that pictures are more open for interpretation.

The aim of the study is to show how children and adults are described in three Picture books, examining how children and adults are portrayed in text-and-picture narrative and how this has changed over time. We have analysed how the characters in the books are presented and how the representation of children and adults has changed in our own times.The material for the study consists of three Picture books from different periods, with the focus on how children and adults are described as the common point of departure. The analysed Picture books are: Tomtebobarnen (Beskow 1919), Aja baja, Alfons Åberg! (Bergström 1972) and Snäll (Dahle 2008).We have arrived at the conclusion that a text-and-picture narrative is in very large measure a reflection of the outlook on children, childhood and child rearing at the time when the book was published. The result shows that the greatest change that has happened is that parents? and adults? dominance in the books has declined over the years, and that children have been given a more prominent role.

The aim of the study is to show how children and adults are described in three Picture books, examining how children and adults are portrayed in text-and-picture narrative and how this has changed over time. We have analysed how the characters in the books are presented and how the representation of children and adults has changed in our own times.The material for the study consists of three Picture books from different periods, with the focus on how children and adults are described as the common point of departure. The analysed Picture books are: Tomtebobarnen (Beskow 1919), Aja baja, Alfons Åberg! (Bergström 1972) and Snäll (Dahle 2008).We have arrived at the conclusion that a text-and-picture narrative is in very large measure a reflection of the outlook on children, childhood and child rearing at the time when the book was published. The result shows that the greatest change that has happened is that parents? and adults? dominance in the books has declined over the years, and that children have been given a more prominent role.

The picture book is the children's first contact with the world of literature. The aim of our study is to look at how children and adults are portrayed in the picture book, from a gender perspective. Our aim is to critically examine how girls and boys, men and women are presented when it comes to both characteristics and appearance. Our research also focuses on how the text and images complete each other and we conduct a qualitative text and image analysis. We use Nikolajevas (2000) analytical model for Picture books and previous research that already exists within the subject.In our paper we have clarified the concepts related to gender: gender, gender roles, gender equality and the picture book.

The goal with this essay is to determine if the image of preschool, in a specified number of Picture books, is consistent with the posted goals of the preschool operations in the curriculum of preschool published in 1998 (hereafter Lpfö 98). Besides that the essay is also planned to look at how the preschool?s status have changed after Lpfö 98 was established and if this is shown in the Picture books. Therefore this essay will focus on Picture books published 1998-2009 because after that a new version of Lpfö 98 was published. Also the Picture books chosen for this study are all stories about preschool or kindergarten.The questions that this essay will answer are: How are the activities in preschool described, and how do they match the guidelines in Lpfö 98? In what way has the status of preschool been affected since Lpfö 98 was published? In what way has the teachers? role been affected and how is that shown?In order to answer these questions I will use a quality text analysis of Picture books for children.

In this essay I have studied how the kid?s school start are described in Picture books. The studied questions are: How the school is described in these selected Picture books; what feeling does the main character have into the school start; how the teachers are described in this selected Picture books and how are the power relationship described in these selected Picture books?The method I have chosen for this essay is a discourse analysis of seven selected Picture books with the meaning of starting school. All books studied are written during the 1990 and forward.