Bakgrund: Amning ger en rad fördelar för både barnets och moderns hälsa på kort och lång sikt. Världshälsoorganisationen (WHO) rekommenderar helamning under barnets första sex månader. Trots det ses en minskning av andel barn som helammas i åldersgruppen noll-sex månader. Här har specialistsjuksköterskor på barnavårdscentralen en viktig uppgift att tidigt identifiera problem och ge mödrar stöd att amma. Motiv: Amningsfrekvensen sjunker i Sverige, allt färre barn under sex månader helammas. Få studier har utförts som beskriver specialistsjuksköterskors attityder om amning inom barnavårdscentralen (BVC). Genom en sådan kartläggning av attityder kan kunskap erhållas som kan vara av vikt i utvecklandet av metoder som syftar till att stödja föräldrar i amning, vilket skulle kunna bidra till en ökad amningsfrekvens. Syfte: Syftet med studien var att kartlägga specialistsjuksköterskors attityder till amning på barnavårdscentralen i fem regioner i Sverige.  Metod: Studien genomfördes som en tvärsnittsstudie med en kvantitativ deskriptiv design med bekvämlighetsurval. För att mäta attityder hos specialistsjuksköterskor användes en modifierad The Lowa Feeding Attitude Scale (IIFAS). Totalt deltog 42 personer i studien och de samband som studerades var om utbildningsnivå, ålder, extra amningsutbildning eller yrkesverksamma år hade någon betydelse för specialistsjuksköterskors attityd om amning.  Resultat: Respondenterna fick ett medelvärde på 72,5 poäng när de svarade på instrumentet. Det indikerar att respondenterna i studien har neutrala attityder om amning. Inget signifikant samband hittades mellan respondenternas attityder och deras ålder, yrkesverksamma år inom BVC, vilken specialistutbildning respondenterna hade eller om de hade genomfört en extra amningskurs. Konklusion: Studiens resultat visade att specialistsjuksköterskor generellt hade ett neutralt förhållningssätt till amning. Detta indikerar att det finns förbättringsområden. Amningsutbildning är av vikt inom BVC för att förbättra attityder om amning hos specialistsjuksköterskorna inom Barnhälsovården (BHV). Framtida forskning inriktat mot specialistsjuksköterskans attityder om amning behövs för att kartlägga behovet av utbildning och extra insatser för att påverka amningsfrekvens hos befolkningen. / Background: Breastfeeding provides several benefits for both the child's and the mother's health. The WHO recommends exclusive breastfeeding during the child's first six months. Despite this, a decrease is taking place in the proportion of children who are fully breastfed in this age. The specialist nurses at the child health center have an important task of identifying problems early and giving mothers support to breastfeed. Motive: The breastfeeding rate is falling in Sweden. Few studies have been conducted that describe specialist nurses' attitudes about breastfeeding. Through such a mapping of attitudes, knowledge can be obtained that can be of importance in the development of methods aimed at supporting parents in breastfeeding. This could contribute to an increased frequency of breastfeeding. Aim: The aim of this study was to map specialist nurses' attitudes about breastfeeding at the child health care center in Sweden.  Methods: The study was conducted as a cross-sectional study using a quantitative descriptive design with convenience sampling. To measure attitudes of specialist nurses, a modified IIFAS was used, it also included age, level of education, additional breastfeeding training and professional work years. A total of 42 people participated in the study. Result: Respondents scored an average of 72.5 points when answering the instrument, which indicates neutral attitudes about breastfeeding. No significant correlation was found between the respondents' attitudes and their age, professional work years in child health care, level of education or if they had completed an additional breastfeeding training. Conclusion: The results of the study showed that specialist nurses generally had a neutral approach to breastfeeding. Breastfeeding training is important to enhance attitudes about breastfeeding among the specialist nurses. Future research aimed at specialist nurses' attitudes about breastfeeding is needed to map the need for training and extra efforts to influence breastfeeding frequency in the population.

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Childhood obesity is a national epidemic. Many factors contribute to the rise in childhood obesity such as poor nutrition, physical inactivity, and poor role models. Child care providers can be postive role models and educators for children. The Virginia Cooperative Extension is concerned about the health of children and the role that child care providers play in their well-being. The purpose of this study was to assess the knowledge, perceptions, and practices of child care providers relative to the factors that influence childhood obesity. Thirty child care providers participated in five focus groups held throughout Southwest Virginia. Triangulation techniques employing qualitative (focus groups) and quantitative methodologies(participatory activities) were utilized. Nutritional concerns, physical inactivity, and illness were the predominant themes related to health concerns for preschoolers. Poor eating habits, colds, and immunizations were ranked as top health concerns. Many providers stated that preschool aged children do not get enough physical activity due to time restraints and a lack of space. Providers did not believe that overweight and obesity were problems in their day care settings, but it was ranked fourth. The did state that overweight and obesity were problems in their communities and among older children. Not eating enough vegetables, sugary foods at breakfast, and picky eaters were the predominant themes for nutrition concerns. Providers ranked eating too much fast or convenience foods, not eating enough fruits and vegetables, and not eating a variety of foods as top nutrition concerns. Participatory activities revealed a lack of basic knowledge such as serving size and number of recommended servings. Only 33.3% correctly answered the serving size for peanut butter, 50% for crackers, 53% for cheese, 34.2% for juice, 17.2% for carrots and 23.3% for apples. Only 7.4% chose the correct number of servings from the bread group and only 3.1% from the dairy group. Most providers believed they played an integral role in the health/nutritional well-being of the children they worked with. However, some providers did not believe that their own personal health habits influenced the children they worked with. The preferred methods of education for the providers were workshops/trainings, nutrition education kits, and videos. The data obtained from this study will be used to design effective nutrition education strategies for child care providers that will be used by the Virginia Cooperative Extension. / Master of Science

Buildings which address space through all the senses, rather than being dominated by ocular centric considerations solely, have become the minority within the discipline of Architecture. This can create an imbalance, perceivable as feelings of estrangement and detachment for the inhabitant. Estrangement is particularly evident within health care architecture, which owes much of its current form to ideas developed during Modernism. In response to this imbalance, Architecture from the past may have lessons which can be applied. This thesis investigates the potential of applying spatial techniques and approaches learned from the 16th century Japanese tea-house. A health care building which benefits from the same kind of reflective and contemplative spaces inherent in the tea-house includes counseling facilities, and therefore an outpatient cancer care center was chosen to apply these lessons. Among the techniques researched and applied, the use of a sequential vision of spatial experience, which reveals the building in stages and facilitates spaces for pause and reflection, was particularly powerful. The result is a building with spaces that take on an almost sacred tone, where one can be at peace with the realities of their current situation, and begin thinking about the path forward. / Master of Architecture

1 ABSTRACT The diploma work titled "The parents', teachers' and day care center staff view on possibility of placing two-year-old children in nursery schools" analyzes the specifics and problems of today's families with young children. It defines the concept of early childhood, describes a child's development at toddler age, and also characterizes today's toddler. The work is dedicated to the maturity of children for entry into nursery schools. Furthermore the diploma work describes the history and current problems of the care for children younger than three years in the Czech Republic in comparison with representative European countries. The diploma work is a survey focused on three categories of respondents' views on the possibility of inclusion of children from two years of age in nursery schools as a plan for future solution of the issue of systemic agenda of day care center for children under three years of age in the Czech Republic. The aim of the research was to find out how the surveyed parents, nursery workers and preschool teachers perceive the possibility of inclusion of two-year-old children in pre-primary educational institutions and whether today's two-year-old children are ripe for entry into nursery schools. In the practical part of the diploma work there were also compared the personal...

How do we create a successful collaboration between school and after-school care? – Three different models of collaboration The present study aims to investigate the different models of collaboration between schools and after-school care centers. The impetus for this study was my impression that the collaboration is not successful everywhere and I wanted to provide examples of models that are effective. The study is focused on presenting the advantages and disadvantages of various collaborative models, and consists of qualitative interviews with both teachers and after-school care providers. The material has been analyzed from a sociocultural as well as interactionist perspective. The study revealed that the different models work well, but they also struggle with the issue of finding time for joint planning between the different professional groups and occasionally even with the division of roles among the educators. It is my assessment as well that the collaboration in the examined schools works well because the educators at these schools showed great respect for each other’s different competencies. My conclusion is that the success of a collaborative model to a large extent depends on the attitudes of the educators with regard to respecting each other’s professional competence, as well as having a genuine interest in and commitment to developing an effective collaboration. / Syftet med föreliggande studie var att studera olika samverkansmodeller mellan skola och fritidshem. Utgångspunkten var min uppfattning att samverkan inte fungerar överallt och jag ville ge exempel på fungerande modeller. Studien är inriktad mot att förmedla för -och nackdelar med olika samverkansmodeller. Studien består av kvalitativa intervjuer med både lärare och fritidshemspedagoger. Materialet har analyserats utifrån både ett sociokulturellt och ett interaktionellt perspektiv. De slutsatser som studien lägger fram är att de olika modellerna fungerar väl, men att de även dras med problemet att få tid till gemensamma planeringar mellan de olika yrkesgrupperna och ibland även rollfördelningen mellan pedagogerna. Min tolkning är också att samverkan på de undersökta skolorna fungerar väl för att pedagogerna på de undersökta skolorna visade stor respekt för varandras olika kompetenser. Min slutsats blir att en fungerande samverkansmodell till stor del hänger på pedagogers inställningar vad det gäller att respektera varandras yrkeskompetenser, samt att ha ett genuint intresse och engagemang för att utveckla en fungerande samverkan.

published_or_final_version / abstract / Education / Master / Master of Education

Twenty-four teachers completed questionnaires and demographic data forms to describe the types of books they chose most often, where they got them, how they selected them, and how important they felt it was to expose children to good literature. A criteria sheet was used to describe the types and currency of books in each center. The teachers used a variety of sources to select and obtain books. Most teachers knew how literature aids some aspect of development. Every type of book was represented in all collections, but poetry and wordless picture books were least represented.

1 Annotation This thesis is focused on the issues of burnout syndrome and supervision as a form of prevention. The topic is focused on staff dedicated to the seniors with dementia in day-care centers. The thesis is divided into two parts. The theoretical part is devoted to the definition of basic terms related to burnout syndrome, dementia, daily care center and supervision. Results in the practical part come from the research methods used, specifically self-prepared questionnaire and questionnaire prepared by Ch. Maslachová and Ayala Pines "Tedium Measure". Furthermore I expanded the thesis with interview with selected expert. Using open questions the area of supervision and burnout syndrome is being discussed. The primary target of this thesis is to contribute to the prevention of burnout syndrome and also to map, whether supervision is being used in day-care facilities and whether it helps preventing the burnout syndrome.

[pt] Esta tese – Vem, agora eu te espero – Institucionalização e qualidade das interações na creche: um estudo comparativo – inscrita no campo da educação, trata do processo de institucionalização da Educação Infantil e da qualidade das relações cotidianas na creche. Numa perspectiva etnográfica, foram pesquisadas duas creches, uma pública e outra comunitária, num município da Região Metropolitana do Rio de Janeiro, acompanhando interações de crianças de três e quatro anos em duas turmas, uma em cada creche. Os referenciais teórico-metodológicos foram tecidos com vários autores, especialmente Corsaro, Vigotski, Bakhtin e Certeau, com o objetivo de estabelecer relação entre o processo de institucionalização da Educação Infantil e as interações cotidianas das crianças. A tese foi o exercício de compreender o cotidiano, levando em conta as crianças como sujeitos que, além submetidos aos processos de institucionalização e familialização, também se expressam de forma individual e coletiva, interferindo nesses mesmos processos, mostrando a relação dialética entre as dimensões macro, das políticas, e micro, das interações. Os conceitos de reprodução interpretativa e cultura de pares de Corsaro foram ferramentas centrais para ver as crianças, mesmo em situações de controle e restrição, identificando seu poder de imaginação e criação; seu potencial de reproduzir interpretativamente o mundo que as cerca. As análises revelaram o que há de mais importante para as crianças nesses dois espaços institucionais: (i) as interações e ações coletivas que, no processo de reprodução interpretativa, favorecem a criação de estratégias para a produção da cultura de pares; (ii) a cultura de pares tem seu locus privilegiado no brincar, mas não se restringe a ele; (iii) as configurações que as crianças vivenciam institucionalmente nas brincadeiras em sala são repetidas nas brincadeiras nos momentos livres do pátio; (iv) as manifestações infantis caracterizam todos os espaços-tempos do cotidiano institucional como revestidos de valor pedagógico. / [en] This thesis – Come, now I am waiting for you – Institutionalization and quality of interactions in daycare: a comparative study – registered in the field of education, discusses the process of institutionalization of early Childhood Education and the quality of daily relationships in daycare. From an ethnographic perspective, two daycares were surveyed, one public and one community, in the metropolitan area of Rio de Janeiro, observing the interaction among the children aged three and four in two different classrooms, in each daycare center. The theoretical and methodological references were linked together by way of various authors, especially Corsaro, Vygotsky, Bakhtin and Certeau, aiming to establish a relationship between the process of institutionalization of early childhood education and the everyday interactions of children. The thesis was an exercise in the understanding of everyday activities of the daycare centers, considering children as subjects who, besides being subjected to the processes of institutionalization and familialization, express themselves both individually and collectively, interfering in these processes, showing the dialectical relationship between the macro and micro dimensions of policies and interactions. The concepts of interpretive reproduction and peer culture of Corsaro were the basic tools to observe the children, even in controlled and restricted situations, identifying their power of imagination and creation and identifying their potential to interpretively reproduce the world around them. The analyses revealed what is most important for children in these two institutional spaces: (i) interactions and collective actions that, in the process of interpretive reproduction, favor the creation of strategies for the production of peer culture; (ii) peer culture has its locus in play, but not limited to it; (iii) settings that children experience institutionally in classroom play, are repeated in moments of free play during recess; (iv) children s manifestations characterize all of the space and time of daily institutional activities, disguised as pedagogical value.