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.

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 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.

AbstractThe purpose of this essay was to investigate what thoughts children in Preschool and Preschool class have about friendship. We also want to investigate what characteristics and which strategies they look for in friendship relationships.  To perform this study we used the following questions as a starting point. Which characteristics do children see as attractive in their cultures?How are friendship relationships affected in different contexts?Can one see a difference in the most important characteristics and strategies between the children in Preschool and the children in Preschool class? To answer our questions and to reach our purpose we have held group interviews with children in Preschool and in Preschool class.  We have, in our study, used published scientific literature to get an understanding of what has been presented in relation to this topic in the past.The result shows that the children in Preschool and Preschool class do differ in certain aspects but also have some similarities on ideas about friendship. Both Preschool children and the children in the Preschool class are highly competent and skilled at integrating with other children. What divides them is their ways to plan their friendship.

Due to the interest of starting a Preschool with a scout profile in my circle of acquaintances I chose to write my report about how the scout method would work in a Preschool. I did this by comparing the origin of scouting and Preschool. I based my report on the following questions:Are there any similarities or differences with curriculum, education act and the scout method that can make it easier/harder to work with the scout method in the Preschool?There are many theorists that have had influence on the Preschool. Give some examples of their theories that could affect the scout Preschool?What is the difference between a teacher and a scout leader?What would a Preschool look like if you included the scout method in the daily activity?With the help of my literature studies I compared the scout method against the laws and rules to make sure that the scout method doesn?t contradict them.