The purpose with this degree thesis was to investigate the Preschool teacher´s view onchildrens´s influence in preschool routine situations. The target group for this study isPreschool teacher´s that currently are working with children that are 1 ? 5 years of age. To manage to answer the aim of this study semi-structured interviews were conducted. I have performed interviews with five Preschool teacher´s that currently work in a preschool that is situated in a medium sized city, in the county Värmland, Sweden.

The purpose with this degree thesis was to investigate the Preschool teacher´s view onchildrens´s influence in preschool routine situations. The target group for this study isPreschool teacher´s that currently are working with children that are 1 ? 5 years of age. To manage to answer the aim of this study semi-structured interviews were conducted. I have performed interviews with five Preschool teacher´s that currently work in a preschool that is situated in a medium sized city, in the county Värmland, Sweden.

In the previous curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the Preschool teachers. According to curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the Preschool teacher?s educational responsibility.This study is a qualitative study and the purpose was to interview the Preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.My result of the study shows that the educational responsibility of the Preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool.

In this empirical study I have investigated how Preschool teachers relate to the free play at the preschool. At the same time I have investigated how the free play is adapted into everyday practice in the preschool. Previous research shows that children process what they experienced in the free play. The child retrieves content to play with through things they have experienced, such as family life, preschool and so on. To play, grow and continue, it is important that free play may take place and space in the daily activities at the preschool.

AbstractThe aim of our study was that from a Preschool Manager?s perspective to describe, analyze and understand the function of special education and the Special Education Teacher?s profession within preschools. We conducted twelve interviews with Preschool Managers in two northern Swedish municipalities. From a theoretical base, we used both the relational and categorical perspectives. All answers from these interviews have been analyzed from these perspectives.

The aim of this study was to capture preschool-teachers thoughts and experience basing on the obligation. Are there any policies and procedures for preschool-teachers to use when suspicion that a child is being abused occur. Are there some factors that may affect preschool-teachers to report to the social service? How does the preschool-teacher find the contact with the Social Service? I conducted four interviews with four preschool-teachers, two of these Preschool teachers are employed at the same municipal preschool and the other two are employed at two other preschools. The interviews were semi-structured and were conducted at each individual?s workplace.

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 preschool should lay the foundations for lifelong learning in a good educational activity. Preschool curriculum is designed to enhance the quality of the educational activities. To translate the curriculum in business, the importance of early childhood special education knowledge. With regard to the completion of theoretical knowledge requires the ability to translate theory into real action. Professionalism is essential to anchor the curriculum in daily operations.The study's purpose was to investigate Preschool teachers' perception of professionalism and how the implementation of the preschool curriculum in their daily business functions.The study was an interview with four pre-school professionals with the spread in age and experience.

The purpose of this study is to examine how Preschool teachers think about their work with aestetic expression with children. In my study, I have chosen qualitative interviewes to take part of the Preschool teachers´stories in three different educanational approaches. The prescools that have chosen are Waldorf, Reggio Emilia and a traditonal preschool. To achive this purpose I have used following questions: Which view have preschool teahers about the inportance of aestetic forms of expression for children? How do Preschool teacher describe their work with aesthetic expression and what similarities and differences exist between the different pedagogical approaches? The result shows that there are both similarities an differences between the preschools, mainly how they work with aestetic forms of expression.

The aim of this study is to widen our knowledge about the basic idea about having an open preschool for adopted children as understood by parents of adopted children and a Preschool teacher. Sweden has a large number of international adoptions, in an international comparison among the highest numbers of adoptions per capita. Interviews were carried out with seven adoptive parents and one Preschool teacher teaching at a special preschool for adopted children. It was found that adoptive parents had no particular problems with placing their children in an "ordinary" preschool. However, they choose to place the children in an open preschool solely for adopted children because of the possibility of sharing similar experiences as parents and children as well.

In the previous curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the Preschool teachers. According to curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the Preschool teacher?s educational responsibility.This study is a qualitative study and the purpose was to interview the Preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.My result of the study shows that the educational responsibility of the Preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool.

The purpose of this thesis has been to; based on interviews with four teachers in Stockholm city, get at picture of Preschool teacher?s viewpoint on children?s influence in preschool.Research questions: How is the children`s influence looked upon by the teachers in preschool?, In what ways do children?s influence affect their learning, In what ways are the interviewed Preschool teachers working with democracy in preschool?To carry out this thesis, I used the qualitative method. In the qualitative method, use is made of the interview method to collect empirical data with interviews. I interviewed four Preschool teachers from three different preschools. This thesis is built upon John Dewey?s philosophical thinking as a theoretical base.The result of this thesis shows that all Preschool teachers felt that the application of children?s influence in the daily activities, although complicated, is essential in their work.

The purpose of this study is to determine which approach Preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children?s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were:What view on children, learning and knowledge does the Preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool?Which role does the teacher believe that they should take regarding children?s learning?What differences and similarities can be identified in the teachers' perceptions?To carry out this study, I used a qualitative research method.

In this essay I reflect on what makes a good Preschool teacher today. I discuss the importance of education, the importance of experience and practical knowledge, but also the importance of capacity for self-reflection and listening. I bring up examples from my workplace, where some think more about their limitations than on what and how much they actually can. Others are more satisfied by what they can and see less of their limits. Some are also lack of the will to see differently and to do changes.

The purpose of this study was to gain knowledge of what Preschool teachers think that mathematics in kindergarten is, and if the revised curriculum which came in July 2010 changed their approach. The survey consists of interviews of five Preschool teacher and an aspiring Preschool teacher. They have shared their experiences and knowledge about what they regard as mathematics in kindergarten. I asked how they interpret the new curriculum for math and if it has made them work in a different way or if they do as the used to. The results that came up where that they felt that their views on mathematics have changed.