The purpose of this study is toget an understanding of howpreschool teachers think about and work with pedagogical documentation and how they visualizeparticipation of the children. As a theoretical frame,we have used the sociocultural perspective of learning and education that is about progress and learning, which is achieved by interaction and cooperation in a social context. This survey is based on interviews and observations which has been compared in order for us to come to conclusions to see if the pedagogical thoughts is equivalent to the practice. The result of the study shows that all of the preschool teachers agree that the pedagogical documentation is an important way to work in order for the children to declare their thoughts and wonders in the environment of the preschool. The thoughts of the children are important in order to develop the organization. The teachers organize the education in a way to create conditions for the children to be able to affect and change thepreschool. The teachers are well aware of their own way to think and act which affects the children’s ability to participate. / I denna studie har vi undersökt förskollärares arbetssätt i den pedagogiska dokumentationenoch strävat efter att få en inblick i pedagogernas tankar kringhur de arbetar för att synliggöra barns delaktighet.Studienutgår från det sociokulturellaperspektivet. Vihar genomfört intervjuer och observationer och jämfört dessa med varandra för att kunna dra slutsatser kring hur de pedagogiska tankarna stämmer överens med praktiken. Studiens resultat visar hur de undersökta pedagogerna arbetar med den pedagogiska dokumentationen.Pedagogernaanser att barnens uttryck är viktiga för innehållet i verksamheten, och de skapar förutsättningar för att barnen ska kunna påverka och förändraarbetssättetoch verksamheten. Studienvisar att pedagogerna har stor medvetenhet kring sitt eget förhållningssätt och hur detta spelar roll för vilkenmöjlighetdet har för barns delaktighet, samt hur de rent praktiskt arbetar med den pedagogiska dokumentationen.

Sweden and Poland see preschool documentation as a very important practice in Early Childhood Education and Care. Each country, however, conceives of this documentation differently. Reggio Emilia-inspired pedagogical documentation is one of the documentation practices used in Swedish preschools. There is very little research on the approach of Polish educators to this form of pedagogical documentation. Furthermore, the Swedish preschool curriculum is based on Social Pedagogy in contrast to the Polish preschool curriculum, which is based on Readiness for School. These curricular perspectives are underpinned by different views on children’s abilities and on the goal of preschool as an institution. This, in turn, reflects the relative differences in how democracy is viewed, and documentation maintained in these two countries. In this study, semi-structured interviews with four Polish preschool educators were conducted in order to document their understandings of the mentioned terms, as well as their perspectives on the forms and practices of documentation that they use. The participants were also asked about the possibility of adapting pedagogical documentation, as seen in Sweden, to the Polish preschool model. The findings showed, that the participants did not recognize Polish preschool system as democratic. What is more, the interviewees are not satisfied with the form of their preschool documentation. However, the interviews showed, that even though the teachers see value in pedagogical documentation, they do not see this approach as the appropriate one to adapt to Poland, due to the system malfunctions and reluctant co-workers. Lastly, the study shows that more research is needed to examine the relationship between documentation practices and the promotion and maintenance of democratic practices in preschool internationally, as well as suggests some changes in order to improve Polish documentation practices.

Esta pesquisa aborda algumas contribuições de Paul Otlet para a Ciência da Informação, tais como o desenvolvimento de um sistema de classificação conhecido como Classificação Decimal Universal, a ampla utilização de tecnologias emergentes, a constituição de redes cooperativas e a elaboração do conceito de documento. Estuda mais especificamente o Princípio Monográfico, que pode ser visto como um antecessor do hipertexto. Para tanto, reconstitui o pensamento de Paul Otlet identificando os recursos teóricos e metodológicos que utilizou para a elaboração do Princípio Monográfico. Focaliza também a interlocução mantida por ele com alguns dos representantes do Movimento Bibliográfico, surgido na Europa no final do século XIX e início do século XX, que colaboraram para o desenvolvimento do conceito do Princípio Monográfico. Considera-se que a importância de Paul Otlet esteja fundamentalmente ligada ao seu projeto de modernização dos processos de tratamento da informação. / This essay approaches some of Paul Otlet\'s contributions to the field of Information Science, such as the development of a classification system known as Universal Decimal Classification, wide utilization of emerging technologies, the establishment of cooperative networks and the elaboration on the concept of document. More specifically, it studies the Monographic Principle, which can be seen as the predecessor to hypertext. For such, it tries to recompose Paul Otlet\'s thought, identifying the theoretical and methodological resources used by him in the construction of the Monographic Principle. It also focuses the exchanges he had with some of the Bibliographic Movement\'s (originated in Europe between the end of the 19th century and the beginning of the 20th) representatives, which in turn collaborated on the development of the Monographic Principle concept. It is considered that Paul Otlet\'s importance is fundamentally related to his project for the modernization of the processes for the treatment of information.

Procura-se identificar, a partir do processo de documentação museográfica de uma coleção têxtil, mecanismos metodológicos da Ciência da Informação que auxiliem o trabalho de documentação, organização e disponibilização da informação em museus. Analisa-se a história das áreas, suas especificidades, seus princípios e metodologias de forma a identificar a possibilidade de suas interfaces prováveis. Dentre os vários aspectos da documentação museográfica, destacam-se as contribuições da Linguística Documentária em sua interface com a Terminologia, no que diz respeito à circunscrição dos termos que servem à denominação das peças analisadas. / The aim is try to identify methodological mechanisms of The Science of Information to assist the documentation, organization and provision of information job in museums, through the museographic process of documentation of collection textiles. It was analyzed the history of the areas, its specificities, principles and methodology to identify the possibility of its possible interfaces. Within some aspects of museographic documentation highlight the contributions of Linguistics Documentary in its interface with the Terminology with respect to the circumscription of terms that serve to name the parts analyzed.

Program comprehension, i.e. to understand from its source code what a computer programdoes, is crucial for change and maintenance in software development. In this thesis, it is lookedfor innovative documentation techniques and tools that support program comprehension, butthat are also conform to agile values and principles – commonly, documentation is consideredcritical due to the agile value “working software over comprehensive documentation.”1 First,a research framework is developed that embodies detailed requisites for such techniques andtools. Apart from its internal use for examining techniques and tools subsequently obtainedfrom a literature search, this framework is intended to be likewise employed by software practitioners.Eventually, the findings of a series of survey studies conducted in an industrial softwareorganization for the primary purpose of evaluating the obtained techniques and tools are analyzed.Three innovative techniques that meet all requisites are revealed. These are regarded bypractitioners independently from the support of program comprehension as helpful for a changeimpact analysis conducted by non-developers. Therefore, a requisite deduced from the highestpriority in agile software development – customer satisfaction – is met. It says that a techniqueor tool has to directly induce a benefit for non-developer stakeholders besides the benefits forthem which are indirectly induced by the support of program comprehension, e.g. a potentiallyimproved source code quality. Further, the technique most beneficial for developers as well asfor non-developers among the three techniques is identified, which bases on design rationales– textual information related to the source code that states the reasons why a part of the programhas been implemented in a certain way. Secondarily, the studies revealed that the researchframework is difficult to understand for practitioners due to its unstructured form. / Program: Magisterutbildning i informatik

L’objectif de ce travail est de présenter les résultats d’un projet de documentation linguistique sur la langue siwi (langue berbère parlée dans l’oasis de Siwa, en Egypte, par environ 25.000 locuteurs) à travers l’analyse de certains aspects de syntaxe et de sémantique intéressants pour la typologie et les études berbères, issus de l’exploitation d’un corpus de données orales, enregistré auprès de locuteurs hommes et femmes. La thèse est divisée en dix chapitres (1. L’aspect et la modalité dans le système verbal du siwi ; 2. La grammaticalisation verbale ; 3. La négation ; 4. Le suffixe -a et l’accompli résultatif ; 5. La préposition n ; 6. Les démonstratifs ; 7. La proposition relative ; 8. Les propositions subordonnées ; 9. L’accent nominal ; 10. L’ordre des mots et la structure informationnelle). Dans chaque chapitre, on commence par introduire la thématique au niveau typologique, puis dans la branche berbère, pour ensuite l’aborder en détail en siwi. Plusieurs phénomènes encore non décrits ou analysés sont traités dans ce travail de recherche. Les annexes à la fin de la thèse sont composées par des textes issus du corpus (enregistrés, transcrits et traduits pendant les missions de terrain) et leurs métadonnées. Ils donnent un échantillon plutôt varié (deux contes et trois narrations de locuteurs, hommes et femmes, d’âges différents) de la langue en question. / This work aims to present the results of a documentation project on the Siwi language (a Berber language spoken in the Siwa oasis, Egypt by 25,000 speakers) through the analysis of selected aspects of the language, concerning mainly syntax and semantics, that come from the exploitation of a corpus composed of oral data, recorded by both male and female speakers. The thesis is divided into ten chapters (1. Aspect and Mood in the Verbal System of Siwi; 2. Verbal Grammaticalisation; 3. Negation; 4. The -a Suffix and the Resultative Perfect; 5. Preposition n; 6. Demonstratives; 7. Relative Clauses; 8. Other Subordinated Clauses; 9. Accent on Nouns; 10. Word Order and the Information Structure). In each chapter, the linguistic issue is introduced in a typological perspective, then within Berber, before it is analyzed in details in Siwi. Several phenomena that had hitherto remained undescribed, or had not been analyzed, are studied in this research thesis. The appendices at the end are composed of five texts (transcribed and translated during fieldwork) and their metadata. They provide a varied sample (two folktales and three narrations by male and female speakers of different ages) of the language under examination.

Procura-se identificar, a partir do processo de documentação museográfica de uma coleção têxtil, mecanismos metodológicos da Ciência da Informação que auxiliem o trabalho de documentação, organização e disponibilização da informação em museus. Analisa-se a história das áreas, suas especificidades, seus princípios e metodologias de forma a identificar a possibilidade de suas interfaces prováveis. Dentre os vários aspectos da documentação museográfica, destacam-se as contribuições da Linguística Documentária em sua interface com a Terminologia, no que diz respeito à circunscrição dos termos que servem à denominação das peças analisadas. / The aim is try to identify methodological mechanisms of The Science of Information to assist the documentation, organization and provision of information job in museums, through the museographic process of documentation of collection textiles. It was analyzed the history of the areas, its specificities, principles and methodology to identify the possibility of its possible interfaces. Within some aspects of museographic documentation highlight the contributions of Linguistics Documentary in its interface with the Terminology with respect to the circumscription of terms that serve to name the parts analyzed.

Examensarbetet handlar om på vilka sätt sju förskollärare dokumenterar barns lärprocesser i den dagliga verksamheten, för att främja en fortsatt verksamhetsutveckling. Kvalitativa intervjuer har använts som metod för att undersöka på vilka sätt förskollärare säger att de dokumenterar i den dagliga verksamheten samt på vilka vis de anser att dokumentationsarbetet påverkar utvecklingen av verksamheten. Sedan 1930-talet har det i förskolan funnits ett starkt intresse att observera och dokumentera barns utveckling och lärande. Denna typ av dokumentation har sin grund i utvecklingspsykologin. Detta har medfört att förskollärare utifrån färdiga mallar främst observerat och dokumenterat för att undersöka och bedöma barns utveckling, i förhållande till vad som ses normalt för deras ålder. Dokumentationsformen skiljer sig från pedagogisk dokumentation som härstammar från en stad i norra Italien som heter Reggio Emilia. Inom Reggio Emilia betonas ett socialkonstruktionistiskt synsätt på kunskap och lärande. Det innebär att kunskap ses som föränderligt och att den föds ur samspel, via kommunikation mellan människor och mellan människor och den omgivande miljön. Förskollärare ska med olika resurser observera och dokumentera hur barns pågående lärprocesser fungerar, utan förutbestämda mallar och metoder. Vårt resultat visar att samtliga förskollärare arbetar med pedagogisk dokumentation och är överens om att den synliggör barns utveckling och lärande. Det finns en samstämmighet om att arbetet ska utgå från barns intresse och att förskollärares roll handlar om att utmana barnen i deras lärprocesser. Det dominerande tillvägagångssättet är att dokumentera med kamera och därefter reflektera kring det insamlade materialet tillsammans barn och andra förskollärare. Det finns en påfallande enighet om att pedagogisk dokumentation skapar en förändrad barnsyn. Informanterna uttrycker att de utvecklat sin lyhördhet inför barns frågor, funderingar och intressen. De får syn på det enskilda barnet och dess samspel tydligare, samt att de får redskap att lyfta fram barns styrkor. Framträdande i resultatet är att förskollärarna anser att den pedagogiska dokumentationen främjar utvecklingen av verksamheten, genom att de lär sig nya saker om barnen, sig själva och verksamheten. Andra argument som kommer fram är att den synliggör vilka brister som finns i förskolan, samt påvisar hur förskollärare kan gå vidare i arbetet. Läroplanen ses som en central utgångspunkt. En intressant aspekt som kommer fram i vårt resultat är att barns intresse och läroplanen lyfts fram som lika viktiga utgångslägen i dokumentationsarbetet. Det förefaller att det finns en tendens att barns intresse och utforskade får stå tillbaka för att läroplanens mål ska förverkligas i förskolan.

Sammanfattning Studiens syfte var att undersöka förskolans dokumentation utifrån relationen till barnet, verksamheten och det systematiska kvalitetsarbetet, samt hur detta relateras till utvärderingsarbetet. Syftet preciserade med följande frågeställningar: I vilken grad används olika underlag i förskolans systematiska kvalitetsarbete för att dokumentera? I vilken grad uppfattar förskolans lärare att det systematiska kvalitetsarbetet i dokumentation, utvärdering och analys utförs? Finns det några samband av förskolans lärares syn mellan utvärderingens analys till det konkreta utvecklingsarbetet?   Enkätundersökningen genomfördes genom att 14 förskolor besöktes och totalt 100 enkäter delades personligen ut till förskolans lärare, varav 78 besvarades. Enkäten bestod av olika påståenden utifrån syfte och frågeställningar, som förskolans lärare skulle ta ställning till. De statistiska analyser som används var univariat deskriptiv analys, ANOVA, multivariat variationsanalys faktoranalys. Studien utgår från ett postmodernt synsätt, där det förstås att det inte finns någon absolut kunskap i pedagogiska sammanhang, och där vår värld och kunskap kan ses som en socialt konstruerad process, där alla aktivt deltar. Resultatet visade att det underlag som förskolans lärare använder för dokumentation är verktyget ”foto” och att pedagogisk dokumentation ses som ett arbetsredskap, som synliggör förskolans verksamhet, och kunskapsområden. I resultatet framkommer även att utvärdering ger redskap för vad som behöver utvecklas för att höja kvaliteten. Dessutom visar studien att  det finns samband mellan analys och framtida utvecklingsområde, genom att mönster framträder, faktorer som påverkar förskolans arbete identifieras, vilket leder till att arbetsformer i förskolans verksamhet utvecklas. Vikten av att arbetet med pedagogisk dokumentation, utvärdering och analys genomförs framträder tydligt, genom att barnets utveckling och lärande framträder, men även verksamhetens framtida utvecklingsområde och förskolans lärares arbetssätt. / Abstract The study's purpose was to investigate the preschool documentation based on the relationship to the child, the business and the systematic quality work, and how this is related to the evaluation work. The purpose specified with the following questions:To what extent different basis in preschool systematic quality work to document? The degree to perceive the preschool teachers to the systematic quality work in the documentation, evaluation and analys is performed? Is there any relation of preschool teachers' views of evaluation analys is to the concrete development The survey was conducted by 14 pre-schools were visited and a total of 100 questionnaires were awarded personally distributed to pre-school teachers, of which 78 were answered. The questionnaire consisted of various claims on the basis of objective and issues that preschool teachers would take a stand. The statistic alanalyzes used were univariate descriptive analysis, ANOVA, multivariate analysis of variance factor analysis. The study is based on a postmodern approach, where it is understood that there is no absolute knowledge in the educational context, and where our world and knowledge can be seen as a socially constructed process, in which all participate actively. The results showed that the basis preschool teachers use the documentation tool is"photo" and educational documentation is seen as a work tool, which exposes preschool, and areas of knowledge. The result also suggests that the evaluation provides tools for what needs to be developed to raise the quality. In addition, the study shows that there is a connection between analysis and future development area, by pattern emerges, factors affecting preschool work identified, leading to the work of preschool development. The importance of the work on educational documentation, evaluation and analysis is carried out are clearly visible by the child's development and learning emerge, but also future business development area and the preschool teachers working.

According to the curriculum for the Swedish preschool system, children’s development and learning should be documented and analyzed in order to evaluate and develop the preschool quality. Social criticism is directed to some of the methods of documentation for assessing the children´s individual knowledge development. The purpose of this study was to examine how, what and why some teachers use documentation in preschool. I wanted to examine which methods preschool teachers used when they documented the children and what they focused on. I also wanted to examine why the teachers chose the methods they used. I have used a qualitative method with interviews and contacted four teachers from different preschools in order to get diverse information for my study. All teachers were educated preschool teachers and all of them had worked in the preschool system for at least ten years. The information given in the interviews has been analyzed by the use of socio-cultural theories and previous research. The interviews with the teachers showed the use of different methods to document the children. The most frequently used method was to photograph the children. The purpose of it was to visualize the children’s development of knowledge or to show different parts of some projects the children participated in. The purposes of the teacher’s documentation were various and I discovered three main reasons for documentation: In order to give information to the parents about their children. For the use of discussions with the children and serve as inspiration for them. For the use of discussions between the teachers in order to develop the preschool quality. My conclusion is that the teacher’s view of the children’s knowledge development, is critical for what the teachers chose to focus on in their documentation, knowledge as process or product!