This study's main purpose is to examine the space children's spontaneous imaging gets in a preschool. I have chosen to focus on two preschool teachers views on their own approach to children's spontaneous imaging and what space they find that it gets in preschool. I have also investigated how this is documented in preschool. As a theoretical approach I adopt Lev S Vygotsky's socio-cultural theories of learning and development. In my essay, I also describe previous studies on children's imaging. I have collected the material through qualitative methods such as interviews of two preschool teachers and through six days of observation divided on two of the preschool departments. The result shows that preschool teachers adult-driven approach characterizes the creative climate of the nursery, which is not particularly allowing in practice, but allowing in theory and preschool teachers thoughts. The preschool teachers approach is significant for how well the child's spontaneous creation capability will be developed or inhibited. Children can come to have a view of his own creation as something insignificant and without meaning if it never followed up in the form of pedagogical documentation or attention. The results also show that children's spontaneous imaging don´t get space in the form of schedule, this is because preschool teachers have a view on the activity as a pastime rather than an educational activity with a clear goal or purpose.

The purpose of this essay is to reflect upon the participation and the influence of young children, between the ages one to three, in preschool. The starting point of the essay is a selfexperienced dilemma where children can make different choices in different aspects. The situations I describe are gathering- and meal situations. I also describe the impact that the learning environment can have in preschool. Can it help rather than hinder the possibilities for younger children to participate and have influence? In exploring these topics, I was guided by the following research questions: What impact has the educators’ approach in facilitating participation and influence for younger children? How does the learning environment impact the younger children’s participation and influence? How do the younger children communicate their will to participate and influence? In this reflection I discuss the preschool’s steering documents, the Convention on the Rights of the child and the Preschool Curriculum, that all preschool educators should follow. I am highlighting the meaning of the different concepts of participation and influence. I even discuss the importance of different approaches where the educator shows sensitivity for the children’s possibility to influence their day at preschool. The essay considers the impact of the learning environment on the younger children’s participation and influence. The essay ends with highlighting the great importance of the interplay between educators and children through different ways of communication and documentation / Syftet med denna vetenskapliga essä är att reflektera över delaktighet och inflytande för de yngre barnen mellan ett och tre år på förskolan. Essän har som utgångspunkt ett självupplevt dilemma där barnen utifrån olika aspekter kan göra olika val. Situationer jag beskriver är bland annat från samlingar och matsituationer. Jag beskriver även lärmiljöns betydelse på förskolan. Kan den hjälpa mer än stjälpa de yngre barnens möjligheter till delaktighet och inflytande? Till hjälp för att utforska detta har jag använt mig av dessa frågeställningar: Vilken betydelse har pedagogers förhållningssätt för att skapa delaktighet och inflytande för de yngre barnen? Hur påverkar lärmiljön yngre barns delaktighet och inflytande? Hur kommunicerar de yngre barnen sin vilja till delaktighet och inflytande? I reflektionen diskuterar jag förskolans styrdokument, barnkonventionen och läroplanen som alla pedagoger på förskolan ska förhålla sig till. Jag lyfter innebörden på de olika begreppen för delaktighet och inflytande. Diskuterar även förhållningsätt där vikten av pedagogens lyhördhet utifrån barnens möjlighet till att påverka sin vardag på förskolan. I essän reflekteras det över lärmiljöns betydelse för de yngre barnens delaktighet och inflytande. Essän avslutas genom att lyfta fram den stora betydelsen som samspelet mellan pedagoger och barn har genom olika kommunikationsvägar och dokumentationer.

The goal of this thesis is to describe the historical development of child care in the Czech Republic and in the world. It was never easy for children in the adult world. At the origination, the leader of the tribe decided about their lives. In the past murders of little girls were common, men could fight and protect the tribe or nation better. Boys were often killed by enemies so there was no descendant left. It was not until the acceptance of Christianity in 16th century that it had changed. It was still not a peaceful childhood, but there were no child murders. On the other hand, a lot of childen ended up in monasteries without parents. Nowadays at least children in the developed world should have a real childhood. Unfortunately there is still a considerable amount of adverse cases. Another goal was to familiarize the reader with CAN Syndrome. In 1962 the term "Beaten Child Syndrome" was used, later the name CAN Syndrome became common. This syndrome was first described in the USA, where they noticed children have injuries their parents cannot make clear. Categories included in CAN Syndrome were established by the Council of Europe in 1992. One of the most important goals of the thesis was to focus on child neglect (its forms, conditions and signs of neglect). In the research part I determined...