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.

The purpose of this study was to interview different groups of people (Preschool teatcher, parents and theire childen) involved in preschool about their view on outdoor activity and children´s motoric development, and how a preschool yard should be designed to promote childrens development.All parties regard outdoor activity as very important for the development of children. They also think that the outdoor environment today is good but that it could be improved by including some trees and hills. The yard should also contain soil, sand, clay and water. The children prefer grass on the ground over other substrates. This study also gives good indications to decision makers how to build new or to reconstruct pre-school yards in the future..

The purpose of the paper is to examine how teachers in preschool is working with language stimulation for the prevention of difficulties in reading and writing before school starts. The method that was used to illuminate the problem is a qualitative interview. A specialpedagog and six preschool teacher, which is specifically focused on language stimulation in the work with children, have been included in the study. The results indicated that preschool teacher are working a lot with language stimulation. They work mostly with children throughout the group, to encourage and provide children with the tools to be able to communicate with each other and staff.

This paper is built on a studytrip to north India i made under the autumn 2005. The purpose for this trip was to give me as a teatcher an experience and insight how to work with art in another culture. I´ve been in ?Upper Dharamsala? even called Mcleod Ganj and visited art schools and a great artist . Too implement my investigation i have made interviews and observations in schools and i also hade the chance to spend a hole day with a great artist in India, my impresions was many, and i learned so mutch with this yourney.

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.

The aim of the study was from preschool teachers perspective to describe, analyz and understand how teachers in preschool works with children in special needs in image and drama. I have done eights interviews with preschool teachers. From a theoretical base, i use the Nilholms perspectives. I have also Antonovsky and Vygotskijs perspectives. The resultat showed that the majority of preschool teachers have see that image and drama has a great significance over childrens learning in preschool..

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 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.

In my scientific essay, I an experienced child minder, describe two different preschools cultures and investigate how preschool culture can be influenced and created by different conditions. In my first story I describe a professional preschool with a preschool director who is involved in the activities every day. The second story is about a preschool that is characterized by a different preschool culture and members of the staff who are stuck in old patterns and with an absent preschool director. What is it that really creates a professional preschool? I want through my essay highlight pedagogues child perspective, attitude, approach to ethics and preschool values.

The aim of this research is to develop a better understanding of how preschool-teachers respond to children in preschool, when they show that they want to have some influence. I have concentrated this study on how the preschool-teachers respond to the children in the gatherings and when the children are playing freely indoors, where the questions at issue are:How do the preschool-teachers respond to the children?s initiative for participation in the gathering and while playing freely?There have been four preschool-teachers and 14 children who have taken part in this study. The children who took part are in the ages of three to five. The study was done at a section in a preschool in middle Sweden.The method used in this study is unstructured observations.

As background for this study stands the debate and discussion in the society around the tablet as a pedagogical tool in preschool. The purpose of this study is to obtain and analyze 69 preschool teachers? opinions about the tablet?s introduction and use in preschool. The study also investigates the preschool teachers? opinions about their mission for multimedia and technology in the preschool curriculum, Lpfö 98, reviderad 2010.

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 study aims to explore the view preschool teachers have on conflicts and conflictsrole in preschool context. And what consequences this approach has for conflictbeingness in preschool. The study uses qualitative interview method to answer thepurpose and issues. The results have shown that preschool teachers' views of conflictsdiffer and that the strategies preschool teachers use will be selected based on both theirdefinition of the situation but also the relationship they have to the children. The resultalso shows that the main reason that preschool teachers deal with conflict is due to thepreschool teachers' common sense is the basis for the standard of good atmosphere thatpervades the preschool context.

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 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.