This study aims to find out how children in need of special support are being treated during their time in preschool. The focus is on how the educators approach these children, attempt to create an inclusive environment for all children, and how the preschool's management supports the staff in their work with children who need some extra support, for example with external actors or other types of resources. The study focuses mainly on those children who have no established diagnosis, but who for some reasons or another are in need of special support that may be for a shorter or longer periods of time as needed. We will also find out how educators and management collaborate with external actors as well as guardians of children with diagnoses. We have used Urie Bronfenbrenner's developmental ecological theory as well as the relational and the compensatory perspective for understanding and analyzing our empirical material. The study was conducted by questionnaires sent to all educators at the preschool and as well as on site observations was done at the specific preschool.   We attempt to ascertain if it is a requirement for the child to have an established diagnosis to get the proper support needed to manage preschool activities. The study found that the educators are knowledgeable and have good ambitions about how the activities should be designed to make every child feel included. However, it seems to be difficult to apply in practice because of various reasons such as lack of staff and large groups of children.                   Keywords: Preschool, children in need of special support, preschool environment, pedagogy's approach, resources.

The purpose of this study is to examine how educators in preschool and kindergarten handle children with ADHD diagnosis or concentration difficulties. Are the educators based on a special way of working with these children? We have chosen to use the theory of Vygotskijs sociocultural perspective. We have also chosen to carry out the study with a qualitative method by doing six interviews and two observations at a preschool we choose to call ́Sommarängen. We believe that these methods are the optimal ones to obtain the answers to our questions. Our questions focus on how educators based on their experiences and knowledge create environments and working methods that can either promote or inhibit children with ADHD diagnosis or concentration difficulties, and if it is possible to discover signs of ADHD before diagnosis is made and in such cases, in what way may it appear? The main result of this study is that there were differences in the respondents' answers about their thoughts on diagnosing children already in preschool age. The results show that the preschool teachers had common opinion that children with ADHD diagnosis have greater opportunities for support and thanks to that early efforts can be made for future schooling. However, the child caregiver had other thoughts about the diagnosis and claim preschool teachers should be careful about placing children in compartments and that it could have negative consequences for the child in the future. A common response was that materials and environments were central to helping children with ADHD or concentration difficulties in their daily lives.

The study is a qualitative literature analysis with the purpose of examining how children and preschool pedagogues were portrayed in picture books that take place in the preschool environment, based on gender perspectives. To define the material, books that take place in the preschool environment had been selected. The purpose of the study was also to examine how relationships between children and preschool pedagogues were portrayed, from a gender perspective. And whether there was a difference between the gender portrayals depending on the year when the book was published. The picture book analysis has created an understanding of how preschool pedagogues can work gender pedagogically with literature as a tool, together with the children. The analysis and the results have shown that there are variations in how gender and gender roles were portrayed in the picture books. It also showed that there are picture books that are gender conscious and that some maintain and enhance gender roles.