The purpose of this study is to examine how pre-school teachers and principalspractices democracy in pre-schools. In this study, four phenomenographic interviews were made to get access to pre-school teachers and principal perspective on how the democracy mission is expressed in four different pre-schools.Also, another purpose of this study is to examine if an legislation of article 12in the Convention on the rights of the child have had impact on the democracymisson in pre-school. The results in this study is presented by quotes from interviews which are further explained and connected to different theoretical perspectives and previous researchs in discussions. The conclusion of the study iscategorized in to three different words which are communication, action andreflection. These three words aims to be a big part of the educators approachto help childrens to participate and to influence their part in pre-school. Thesethree powerful words can act as benchmarks in the democracy mission in preschool where communication is highly needed between child and adult, actionis important to make the child´s opinion visible and reflection helps to continuosly maintain the democratic climate. / Syftet med studien är att bidra med kunskap om förskollärares och rektors tankar kring den betydelse som en lagstiftning av barnkonventionens artikel 12har för förskolans verksamhet samt hur demokratiuppdraget speglas i förskolans pedagogiska praktik. I studien utfördes fyra fenomenografiska intervjuerför att få förskollärares och rektors perspektiv på hur demokratiuppdraget iförskolan ter sig. Resultatet i studien presenteras med hjälp av citat från intervjuer som vidare förklaras och kopplas till teoretiska perspektiv och tidigareforskning i en avslutande diskussion. Slutsatsen i studien utgörs av tre ledordsom är kommunikation, handling samt reflektion, vilka alla tre syftar till pedagogens roll för hur barns inflytande och delaktighet kan möjliggöras i förskolan. Dessa tre begrepp kan verka som riktmärken i förskolans demokratiskaarbete där kommunikation behövs mellan barn och vuxen, handling för att synliggöra, utveckla åsikter och hävda sin rätt samt reflektion för att kontinuerligtupprätthålla det demokratiska klimatet.

Doctor Legum - LLD / The importance of a nurturing environment on early child development and the central role that a family environment plays to this end are widely recognised. However, most children with disabilities lack family life and parental care and often find themselves disproportionately represented in the category of children that need alternative care arrangements. The limited access to family-based alternative care options for children with disabilities deprived of their family environment is the primary concern of this study. Studies have shown excessive dependence on institutions as a means to provide care for children with disabilities deprived of their family environment, despite the overwhelming evidence on the negative effects of placement in institutions on the development and well-being of children. This contradicts with a number of rights articulated in international and regional standards dealing with the alternative care of children in general, and children with disabilities in particular. This study seeks to examine the extent to which the rights of children with disabilities are respected in the context of alternative care in two jurisdictions in Africa – Ethiopia and South Africa. The two countries are State Parties to the applicable international and regional instruments concerning the alternative care of children with disabilities. These standards include the Convention on the Rights of the Child, the Convention on the Rights of Persons with Disabilities, and the African Charter on the Rights and Welfare of the Child. The UN Guidelines for the Alternative Care of Children and its principles of ‘necessity’ and ‘suitability’ also offer some guidance.