A pesquisa situa-se no campo da pedagogia da música, especificamente nas relações que estruturam a integração entre música e histórias infantis. O objetivo é compreender de que modo a articulação entre música e história promove o interesse e engajamento das crianças, criando-se um espaço que facilita o desenrolar pedagógico das aulas. O pressuposto é que essa articulação de fato ocorre, necessitando ser desvelada mediante a identificação de suas propriedades. O referencial teórico apresenta o ambiente sonoro e musical da criança, literatura infantil e infância, e a importância da música e da história infantil na sala de aula. Foram observados 23 encontros de musicalização com crianças de 0 a 4 anos, no período de outubro a dezembro do ano de 2009. As observações foram registradas em forma de episódios, com descrições do contexto geral da aula, sinopse da história trabalhada e atividades musicais realizadas. As análises enfocaram as manifestações de interesse da criança como indicador do seu engajamento, procurando identificar de que modo e em quais circunstâncias esse engajamento ocorre. Os resultados mostram que as relações entre música e histórias infantis apresentam propriedades comuns e complementares, caracterizando-se pela interdependência mútua. A música insere-se na história infantil auxiliando a compreensão e interpretação do seu enredo, enquanto recebe dela os fundamentos da imaginação necessários para criar e se expressar musicalmente. Os resultados poderão contribuir na construção dos fundamentos pedagógicos para a educação infantil, fornecendo argumentos em favor da música e das histórias infantis na formação da criança. / This study is located in the field of music education, specifically in the relationships organizing the integration between music and children's stories. The objective is to comprehend the way the articulation between music and story promotes child interest and engagement, creating a space that facilitates educational development of classes. It is presupposed that this articulation in fact occurs, needing to be unveiled through identification of its properties. The theoretical reference presents children’s sound and music environment, children’s literature and childhood, and the important of music and children’s stories in the classroom. 23 music education gatherings with children aged 0-4 were observed from October to December of 2009. Observations were recorded in the form of episodes, with descriptions of the general class context, a synopsis of the story worked with and musical activities carried out. The analyses focused on manifestations of children’s interest as indicators of their engagement, seeking to identity how and under what circumstances engagement takes place. The results demonstrate that the relationships between music and children’s stories share common and complementary properties, being characterized by mutual interdependence. Music is inserted into a children's story to aid in comprehension and interpretation of its plot, while it receives in return the bases for imagination necessary to musical creation and expression. The results will be able to contribute to building educational bases for children’s education, supplying arguments in favor of the music and in children's stories in childhood education.

This thesis investigates the way lgbtq-adults are represented within contemporary early children's literature and asks: is their love and their relationships visible? Are lgbtq-adults represented in the way other adults are, or differently? Through a discourse analysis of twelve contemporary Swedish children's picture books and reviews of them on online blogs, this thesis is able to conclude that, as a result of lgbtq-peoples political reality, lgbtq-adults are represented only within a family dicsourse and thereby secluded from the rest of society. The homonormative discourse that rules the way in which lgbtq-adults are represented in picture books has consequences for how pre-school teachers in Sweden perform part of their job; namely the task to transfer democratic values of human rights and equality into children's lives. Since lgbtq-picture books make up a great part of the material which pre-school teachers use when working with lgbtq-equality, the content of these books, as well as pre-school teachers opinions of it informed by the homonormative discourse, shape the way pre-school teachers work.

This thesis was motivated by the widespread use of social media by children, and the lack of research on perceptions of their own use. It expands on previous research which, while sometimes including children’s voices, largely focuses on the negative impact that social media has on well-being. Instead, this thesis seeks insight into children’s views on their and their peers use of social media, what motivates their particular use, and how they describe the positive and negative experiences of it. Semi-structured interviews were conducted with children between 12 and 15 years old and thematic analysis was used to consider the data, along with an interpretivist and contextualist epistemological approach. The themes included, firstly; social media as a place for children to connect and to spend time, secondly; positive experiences that included, learning and inspiration, fun and happiness, and perspective taking, thirdly; negative experiences relating to privacy and anonymity, bullying and bad feelings, and a lack of social clues, and lastly; a particular peer culture which included gender differences as part of their experience of using social media. The study concludes that, though research on social media and children has been largely looked at in terms of risk, children see it as a normalized aspect of childhood where they socialize with friends, spend time playing and learning about different things, and hang out with their peers. Social media is described as a neutral tool by the children. With this notion of neutrality, by further understanding children’s experiences and perspectives, there could be more support in ensuring that this tool is shaped and used in a way that works more in their best interest. Social media is inevitably a big part of children’s leisure time today, and ‘moral panic’, being a persistent rhetoric around childhood, may not be helpful for children.

Research taking the perspective of gifted children’s own experiences is scarce. To this researcher’s knowledge, there exists none regarding their pre-school years in the Swedish context. Therefore, this study attempts to meet this need of knowledge by presenting the voices of young gifted people’s lived experience of their pre-school years. The purpose ofthe present study is to explore the lived experiences of a few adolescents and their own conceptions and experiences of their pre-school years. Two research questions assisted my exploration of the material: What in the adolescents’ narratives appears as of significance to them? and What does it mean to experience pre-school for these gifted adolescents? Taking a phenomenologically informed approach, five semi structured interviews with informants aged 10-18 where conducted. Previous research on young gifted children has focused mainly on identification of gifted children. There are studies that put forward children’s experience of pre-school, but very few seek the experience of gifted children. Phenomenological theories also helped in analyzing the results, Ahmed’s queer phenomenology and Schütz view on the lifeworld and the social world were used. The results show that four themes were of most importance to the children; stimulation, influence, relations with peers and relations with adults, although it was also found that each individual had his/her unique experience. To some, experiencing pre-school meant for example loneliness and anxiety, while to others it meant playing with friends and positive feelings. By using the theoretical terms from Ahmed (2006) and Schütz (2002) it was found that in order to reach an oriented state, stimulation seemed necessary. Social relations with children or adults and learning activities at the correct individually adjusted level seemed to give stimulation. Influence, for example by being allowed to be different (queer), seemed to increase the possibilities to reach stimulation. When lacking both social relations and intellectual stimulation, orientation does not seem possible and sometimes causes a long-lasting disorientation or crisis. When lacking social relations some compensation from learning activities might be possible and as a consequence orientation in these moments. Implications of the study include, like previous research has found, the need of knowledge of giftedness and resources in pre-school to enable meeting the needs of all children, but mainly the contribution is that this study clarifies the great need of research in the area of gifted children’s own experiences of pre-school in order to better inform the practice.

The purpose of this study is to gain increased knowledge of Year K-3 students’ perception of mathematics. The study aims to provide a deeper understanding of how Year K-3 students perceive mathematics in terms of what it is, what it can be used for and who they perceive use mathematics. The study provides an overview of previous research on children’s perception of mathematics in terms of what impact teachers and classroom settings have on these perceptions. Furthermore, it includes an overview of the theoretical frameworks of ethnomathematics and phenomenography, with regards to children’s perceptions of mathematics. The research was conducted through semi-structured interviews with 66 Year K – 3 students. The results of the study show that Year K – 3 students have a very school focused perception of mathematics, including who they perceive as users of mathematics and what mathematics can be used for. Most of the participants associates mathematics with arithmetic. Their perceptions seem to change slightly as they grow older, with a slightly broader perception of what mathematics is and an awareness of future usefulness of mathematics in terms of further education or work. Almost all participants perceived mathematics as important to know, and most could elaborate on their reasoning why.

The purpose of the study was to analyze how Swedish children's books aimed to children between the ages of three and six, position children in relation to the books' climate and environmental themes. The method used for collecting material was a discourse analytical model developed by Svensson (2019). The choice of using discourse analysis as both a theoretical starting point and methodological approach in this study was because the theory contributes to make visible which discourses are found in children's books, and how the children's positions are affected by the projection of the discourses. Important concepts used in the study based on Foucault's theory were discourse, subject and power. To answer the purpose of the study, two questions were drawn up, where one concerned how the books made it visible that they have a climate and environmental focus. The results showed that the following themes were identified: Emissions are bad for the environment, felling of the forest is bad for the environment, littering is bad for the animal life and climate changes such as the warmer climate. The second question concerned which positions the children were assigned in the children's books in relation to the book’s climate and environmental focus. The results showed that the children's positioning in the books was made visible by these themes: the child as initiator of change, the child as political citizen, the child as informant, the child who gets through change and the child as unaware of man's impact on the climate. The conclusions based on the results of the study are that the children for the most part is positioned in a context, where the children as subjects have a great impact on their surroundings and their actions lead to a positive change. / Studiens syfte var att analysera hur svenska barnböcker som är riktade till barn mellan tre och sex år, positionerar barn i relation till böckernas klimat- och/ eller miljötema. Metoden som användes för insamling av empiri var en diskursanalytisk modell som Svensson (2019) tagit fram, utifrån hur man kan genomföra en diskursanalys. Valet av att använda diskursanalys som både teoretisk utgångspunkt och metodansats i denna studie baserades på att den teorin bidrartill att synliggöra vilka diskurser som fanns i barnböckerna, och hur barnens positioner påverkas av diskursernas framskrivning. Viktiga begrepp som användes i studien utifrån Foucaults teori var diskurs, subjekt och makt. För att besvara studiens syfte skrevs två frågeställningar fram, där den ena berörde hur böckerna synliggjorde deras klimat- och/ eller miljöfokus. De teman som framträdde var, utsläpp som negativt för miljön, nedhuggning av skogen som negativt för miljön, klimatförändringar som tillexempel ett varmare klimat och nedskräpning som negativt för djurlivet. Den andra frågeställningen handlade om vilka subjektspositioner barnen tilldelades i barnböckerna i relation till böckernas klimat- och/ eller miljöfokus. Följande teman identifierades, barnet som initiativtagare till förändring, barnet som politisk medborgare, barnet som informatör, barnet som får igenom förändring och barnet som omedveten om människans påverkan på klimatet. Slutsatserna utifrån studiens resultat är att barnen i största grad positioneras i ett sammanhang, där barnen som subjekt har en stor inverkan på sin omgivning och att deras handlingar leder till en positiv förändring.

yes / There have been many praises as well as criticisms against both the UN Convention on the rights of the child and the African Charter on the rights and welfare of the child. However, many writers are of the view that the African charter was an unnecessary duplication of the convention. This paper outlines some of the differences and similarities between the UN convention on the rights of the child, and the African children’s charter. The paper traces the development of children’s right treaties internationally and on the African continent, and argues that the adoption of the African children’s charter is in tandem with the United Nation’s call for regional arrangements for the protection and promotion of human rights, therefore not an unnecessary duplication of the UN convention.

<p>The purpose of this project is to study the women involved in the SOS Children’s Villages; the influence of the association on their views on life, as seen from a human-rights and a religious perspective. Questions such as why they chose to work with the association and what it gives them to do so are treated in this study.</p><p>My goal has been to study and present different aspects of something so important, but yet so unfamiliar. The method used in this project is minor field studies, which means visiting the villages, living with the families and observing their daily lives. The means of acquiring the information necessary for this study is by qualitative interviews with the mothers.</p><p>A theoretical framework has been used as a complement to the study, and it is also used to bring greater understanding to the SOS mothers and how they have shaped their lives.</p><p>My ambition with this essay is to bring out their individual experiences on how they view their own lives at present and what meaning life has given them. I have used seven of the 14 interviews conducted.</p><p>The outcome shows that several factors play important roles as to why the mothers decided to work with the association. Such factors were socioeconomic and sociopsyhologic factors. Other conclusions that were drawn after this field trip were that the women are very vulnerable to the social situation in Lebanon. They need someone to support them since the men are the primary providers. If the women do not find someone to marry they need to find another source for provision and the SOS children’s Association is one way to go. The sense of Coherence that these women had was indeed strong, they felt meaningfulness in what they did, they had comprehended the situations at hand and could manage the situations as predictable, and they have the confidence to know that everything will work out in the best way possible.</p> / Uppsatsen har givits ut som bok 2009 med titeln: "Lebanese SOS Children's Villages: Stories of the village mothers" av VDM Verlag, Saarbrücken.

The purpose of this project is to study the women involved in the SOS Children’s Villages; the influence of the association on their views on life, as seen from a human-rights and a religious perspective. Questions such as why they chose to work with the association and what it gives them to do so are treated in this study. My goal has been to study and present different aspects of something so important, but yet so unfamiliar. The method used in this project is minor field studies, which means visiting the villages, living with the families and observing their daily lives. The means of acquiring the information necessary for this study is by qualitative interviews with the mothers. A theoretical framework has been used as a complement to the study, and it is also used to bring greater understanding to the SOS mothers and how they have shaped their lives. My ambition with this essay is to bring out their individual experiences on how they view their own lives at present and what meaning life has given them. I have used seven of the 14 interviews conducted. The outcome shows that several factors play important roles as to why the mothers decided to work with the association. Such factors were socioeconomic and sociopsyhologic factors. Other conclusions that were drawn after this field trip were that the women are very vulnerable to the social situation in Lebanon. They need someone to support them since the men are the primary providers. If the women do not find someone to marry they need to find another source for provision and the SOS children’s Association is one way to go. The sense of Coherence that these women had was indeed strong, they felt meaningfulness in what they did, they had comprehended the situations at hand and could manage the situations as predictable, and they have the confidence to know that everything will work out in the best way possible. / Uppsatsen har givits ut som bok 2009 med titeln: "Lebanese SOS Children's Villages: Stories of the village mothers" av VDM Verlag, Saarbrücken.

Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-09-20T20:08:31Z No. of bitstreams: 1 tese arquivo único_final.pdf: 1735509 bytes, checksum: 93313d86a6b81b4dba7fc85873f82a71 (MD5) / Approved for entry into archive by Ednaide Gondim Magalhães (ednaide@ufba.br) on 2018-09-25T12:46:29Z (GMT) No. of bitstreams: 1 tese arquivo único_final.pdf: 1735509 bytes, checksum: 93313d86a6b81b4dba7fc85873f82a71 (MD5) / Made available in DSpace on 2018-09-25T12:46:29Z (GMT). No. of bitstreams: 1 tese arquivo único_final.pdf: 1735509 bytes, checksum: 93313d86a6b81b4dba7fc85873f82a71 (MD5) / Esse trabalho pretende construir uma teia discursiva particular, a partir das ideias de memória, imaginação e poesia, cruzando perspectivas teórico-críticas à minha leitura sobre como as discursividades sobre/para a infância têm negociado suas produções na contemporaneidade. Aqui, me coloco em primeira pessoa, fugindo da retórica discursiva abstrata da modernidade, que forja uma expressão universalista de mundo. Ao desenhar meu lugar de fala, a partir da minha experiência de criadora de um produto transmidiático para a infância: Miúda e o guarda-chuva, pretendo discutir os usos da infância, desejando uma maior politização das ações artísticas voltadas para crianças, que repense modelos engessados, estereotipados e estagnados. O primeiro capítulo relaciona os discursos produzidos sobre a infância à literatura, partindo do conto e da relação proibitiva da ideia de tabu com a infância. O segundo capítulo apresenta textos escritos sobre a peça Miúda e o guarda-chuva, que foram disparadores de muitas das reflexões desse trabalho. A leitura crucial, portanto, redimensiona infância e teatro, aventando conexões entre o tabu e o estereótipo, como instâncias de luta e de conforto. O terceiro capítulo relaciona os discursos produzidos sobre a infância ao cinema dirigido a ela. Parte dele se debruça sobre a mudança paradigmática que se processa na atualidade, no tocante à revisão de estigmas hegemônicos em narrativas fílmicas infantis contemporâneas. Nele também, procuro agenciar leituras sobre a infância à articulação de três pesquisas de grupo focal feitas sobre o curta e a versão em longa-metragem, ambas de animação, de Miúda e o guarda-chuva. As considerações finais apontam para o fim desse processo como o começo de uma nova jornada, a construção do meu segundo espetáculo para crianças: Para o menino-bolha. / This work intends to build a particular discursive web out of notions such as memory, imagination and poetry, crossing critical theoretical perspectives to my view as to how discursivities about/for childhood have been dealing with its productions in contemporary times. Here I use the first person in na attempt to escape modernity´s abstract discursive rhetorics, which forges an universalist world expression. By highlighting my locus of speech, from my experience as a creator of a transmediatic product for childhood: Miúda and the Umbrella, I intend to discuss the uses of the childhood notion, aspiring to a greater politization of artistic actions for children which may rethink cast, stereotyped and stagnant models. The first chapter relates the discourses produced on childhood to literature, starting from the short story and the prohibitive idea of taboo in childhood. The second chapter presents written texts about the play Miúda and the Umbrella, which triggered many of the reflections present in this work. That crucial reading, therefore, resizes childhood and theater, suggesting connections between taboo and stereotype, as both mourning and comfort instances. The third chapter links discourses produced on childhood to the cinema especially produced for children. Part of it is dedicated to the paradigmatic shift taking place today, when it comes to revising hegemonic stigmas in contemporary child filmic narratives. I also try to enable ways of looking looking at childhood, articulating three focus group researches made on the short and long versions of the animated film Miúda and the Umbrella. Final comments point at the end of this process, as much at the beginning of a new journey – the construction of my new play for children: To the bubble-boy.