Syftet med studien är att belysa några behandlares uppfattningar om faktorer som motverkar negativ ungdomskultur på institutioner för ungdomar med sociala problem. Studien lyfter fram upplevelser samt erfarenheter därmed användes ett kvalitativt närmandesätt, med hermeneutisk utgångspunkt. Fem semistrukturerade intervjuer tillämpades vid insamlingen av mjukdata. Med hjälp av latent innehållsanalys analyserades materialet för bättre överblick. Resultatet belyser faktorer som bidrar till att det blir negativt bland ungdomar på institutioner. Dessa faktorer kan exempelvis vara att ungdomarna inte känner av personalens närvaro, blir sedda samt hörda. Resultatet lyfter även fram att ungdomarna Influeras av varandra och är lojala mot varandra för att ungdomarna upplever att de har samma historik eller gemensamma drag samt att ungdomarna upplever att personal är på institutionen för att enbart tjäna pengar. Omotiverade ungdomar ska inte sättas inom samma grupp för då blir rehabiliteringsarbetet lidande konstateras i resultatet. Respondenterna upplever att oenighet bland personal angående rutiner och regler bidrar till negativ ungdomskultur. Delaktiga ungdomar som får stöd, som motiveras och förstärks av behandlare samt får återanknytning till sociala sammanhang i form av föreningsliv kan bidra till att främja en positiv ungdomskultur.

This study is an examination of the social world of children's story writing, focusing on the way children use the agency offered to them in the context of the' writing process' pedagogy as a way of negotiating existing practices to position themselves in the discursive field of the classroom. Using methods from teacher-research and ethnographic traditions, I collected data from the class I was teaching, focusing on six children aged eight to nine. Data collection included observations of social interactions, photocopies of stories children wrote, interviews with children, group discussions, tape recordings of children talking while writing stories, and a diary of my experiences as a teacher-researcher. Using a form of discourse analysis, I focused on three areas in my data analysis: writing process, media consumption and production, and identity work. My analysis shows the ways children negotiate with and manipulate school practices in order to include their peer cultures in writing workshop, indicating children's understanding of school practices and concern with their social positions. In my study I show how popular media, a significant element of peer culture, is used by children in story writing as a way of establishing and defining personal identities and friendship groups. It is through friendships and often within the context of talk around media that children define, perform, and to some extent play with their gendered identities. The conclusions of my study point to a need for educators to recognise the way discursive practices of school create a very narrow definition of' acceptable stories' in classrooms. The practices problematise stories which contain media, and therefore teachers overlook and misunderstand many of the things children are doing during the process of writing media-based stories.

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This study makes the starting point in pre-school children's inclusion in their play and preschool teacher's role and responsibilities in it. I will begin with a review of previous research and literature that are available around topics like children's play and social interactions, preschool teacher's inclusion in children's play and play-environment in the preschool. By using this research and literatur the study will have a socio-cultural basis. The study was conducted with semi structured interviews together with five preschool teachers. The results show that the majority of the respondents answers about how they see their role, their responsibility and their course of action in children's play match with their misson in preschool and the previous research in the sociocultural theory. / Denna studie gör avstamp i förskolebarns inkludering i lek och förskollärarens roll och ansvar i den. Jag börjar med en genomgång av tidigare forskning och litteratur som finns kring barns lek och sociala samspel, förskollärarens roll samt lekmiljö i förskolan. Genom att ha använt mig utav denna forskning och litteratur så kommer studien få en sociokulturell utgångspunkt. Studien genomfördes på en förskola där semistrukturerade intervjuer genomfördes tillsammans med fem förskollärare. I resultatet framgår det att majoriteten av respondenternas svar kring sin roll, sitt ansvar och tillvägagångssätt i barns lek stämmer överens med förskolans uppdrag samt tidigare forskning kring den sociokulturella teorin.

As play is of great importance for children's well-being and development, there is a value in examining it. This study examines children's play from a perspective of power, where the view is that power is a natural feature of the society. The aim of the study is to find out how preschool teachers describe the power that occurs in children's play, which are investigated through the following research questions: What does the preschool teacher describe as the causes of children's exercise of power in play? How does the preschool teacher describe that the power is manifested in children's play? These questions aim to broaden the understanding of what gives influence on children's use of power and what the power is characterized by. The study is based on structured observations through video recording of children's play and semi structured interview conversations in groups with preschool teachers. To illustrate how the power in children's play is mentioned by them, a discourse analysis is applied with approach based on Foucault's perspective. The study makes a link to a cultural perspective within culture and power in children's play, which can contribute to the knowledge of how they express their perception of their environment and what they've developed to understand. The results show that children express the power in different ways and purposes. They use different strategies to get through their will and these are linked to the status they have. Children's use of power with a cultural perspective is illustrated in a model that shows the relationship between their play, power and culture. It describes how the society influences on children, and by the reproducing of culture in their play, it indicates that they are aware of the power structures that they are surrounded by. There is also a small part of their reproductive that develop the culture and society in its long races. Children are therefore formed in relation to each other through their peer-cultures, where norms and knowledge are commonly created. Power is explicitly a step into development and a natural entrance into the adult world.

Syftet med studien var att undersöka vilka strategier som barn använder sig av när de vill tillträda en redan pågående lek. Det fanns tre frågeställningar som studien utgick ifrån och den första handlade om vilka strategier barn använde mest och den andra om vilka som accepterades från övriga barn. Den tredje frågeställningen inriktade sig på förskollärarens roll att stötta barns samspel. Insamlingen av data skedde genom observationer av barn när de skulle tillträda en lek samt intervjuer med två förskollärare. Studien resulterade i att barn ofta använder sig utav flera olika strategier och att det inte är ovanligt att de försöker med en ny strategi efter ett misslyckande. Förskollärarna har båda belyst betydelsen av att finnas till hands för att stötta barns samspel. Det kan finnas situationer där det inte går att vara fler barn och det är av största betydelse att då se till att barnet som inte får vara med inte känner sig kränkt. Här har förskollärarna en stor roll att fylla genom att kunna se när dessa händelser övergår till kränkningar. Kompissolen är en metod som de använder sig utav för att belysa positiva handlingar som barnen uträttar. Istället för att bara upprepa vad barnen inte får göra, inriktar de sig på när barnen är hjälpsamma mot deras kamrater.

This is a study that deals with the participation of educators in children's free play from the perspective of children. The aim of the study is to create a greater understanding of how children perceive the participation of educators in their free play. Are we interfering with it or supporting? The study also highlights previous research in the field of play and key concepts are highlighted and clarified. The collection of material has taken place through qualitative interviews with children in three different ways, group interviews, individual interviews and spontaneous conversations. The interviews have been recorded and transcribed. The data has been processed from a children’s perspective to make children’s thoughts visible and to be able to see the phenomenon of play and the participation of educators through their eyes. In the results section, the children’s thoughts about the pedagogues participation in their free play are made visible, the result also shows the children’s perceptions of the concept of play and what it means to them. The results of the study show that children's perceptions about their free play include the phenomenon of role play. A game that the educator does not participate in, only observes and supports when needed. Educators who play are unusual from the children's perspective and only happen in controlled games and activities. The results analysis then turns into a discussion that problematizes the children’s view of the teachers’ absent presence in their play based on previous research.

No description available.

No description available.

No description available.