I studien har vi undersökt flickor och pojkars val av lekar och val av material samt olika kommunikationsmönster mellan könen. Vi har observerat barnens val av lekmaterial och lekar i förskolan. Flickornas och pojkarnas kommunikation mellan varandra observerades i tre utvalda miljöer. Dessa tre miljöer innefattade ett typiskt flickrum (dockvrå), ett typiskt pojkrum (byggrum) och ett neutralt rum. Utifrån egna erfarenheter väljer flickor ofta att leka i dockvrån medan pojkar ofta väljer att leka i byggrummet. Genom att observera i olika miljöer kunde vi undersöka miljöns betydelse för flickor och pojkars kommunikation mellan varandra. Studien utgår från den sociala inlärningsteorin som menar att barn gör som vi gör. Det vill säga att barn har förebilder och genom dem lär dem sig snabbt innebörden av vad som anses vara flicka eller pojke. I resultatet visar det sig att det förkommer olika könskoder i barnens val av lekar och material samt i kommunikationen. I observationerna visade det sig att flickorna och pojkarna ofta valde att leka samma sorts lekar samt leka med samma material. Pojkarna lekte dock mer våldsamt och lekte mycket tävlings och krigslekar. Flickorna lekte mer försiktigt och stillsamt samt lekte mycket omvårdnad och skönhetslekar. Trots att de båda könen använde sig av samma material kunde man se tydliga könsmönster i deras beteenden. Ett exempel på detta kan vara att flickorna ofta formade leran som bakverk och mat medan pojkarna ofta formade denna som bollar och gubbar. Flickorna använde även mycket rosa, gula, vita och lila färger i sitt skapande medan pojkarnas val av färger dominerades av blåa, gröna, bruna och röda färger. Vi kunde även se tydliga kommunikationsmönster mellan flickor och pojkar. Detta då barnen vid några tillfällen diskuterade manliga och kvinnliga egenskaper och beteenden med varandra. Vi har diskuterat miljöns betydelse i barns skapande av genus i förskolan. Barn samtalar om det som finns omkring dem vilket betyder att det är viktigt att pedagoger skapar en miljö där barnen kan få en bredare syn på manligt och kvinnligt. / In this study we investigated girls and boys choices of games and choice of materials as well as different patterns of communication between the sexes. We have observed the children’s choice of play materials and games in preschool. Girls ' and boys' communication between each other were observed in three environments. These three environments comprised a typical girl playroom which included kitchen supplies, dolls and dress up clothes, a typical boy playroom which included building supplies, cars, and toy tools and a neutral room. Based on personal experience, girls often play in the girls’ playroom while boys often choose to play in the construction area. By observing in different environments, we could examine the importance of the environment for girls and boys of communication between each other. The study is based on the social learning theory which argues that children do as we do. That is children have role models and through them learn quickly the meaning of what is considered to be a girl or boy. This result shows that the pre various gender codes of the children's choice of games and materials, and in communication. I could see that the girls and boys often chose to play the same kind of games and play with the same material at the preschool. The boys were playing, however, more violent and played many racing and war games. The girls played more gently and quietly and played more care and beauty games. Despite the fact that both sexes used the same materials you could see clear gender patterns in their behavior. An example of this would be that the girls often shaped clay as pastries and food while the boys often shaped this as balls and old men. The girls also used the very pink, yellow, white and purple colors in their creations while the boys' choice of colors dominated by blue, green, brown and red. One could also see clear patterns of communication between girlsand boys. This is when the children on some occasions discussed the male and female characteristics and behaviors with each other. We have discussed the importance of the environment in children's creation of gender in preschool. Children talk about what's around them and it is important to create an environment where children can get a broader view of masculinity and femininity.

The aim of this study is to describe successful strategies to include children in free play activities at the preschool. The methods that pedagogues use to act and work with excluded children will be examined. To get answers to my questions I have conducted interviews with five pedagogues in four preschools. During interviews they mention two different approaches to encourage free play activity. One way was to participate and play along with the children. The other approach was to let the children play by themselves and only interact when there are disagreements between the children. During analysis of the assembled data I have used the sociocultural perspective developed by Vygotskij. In the study the pedagogues describe different ways to reduce the risk that children will be excluded. The study also includes suggestions and thoughts about why some children are excluded in free play and how they can be encouraged to participate in the activity. The pedagogues that were interviewed seemed to be very aware of the problem. I observed that they have high ambitions to include all children in free play activities. I raise the question about how they manage to fulfill the goal of including children when there are time constraints and many children with different needs in large groups. At the same time there are many other requirements that the pedagogues have to fulfill.

The aim of this study is to look at the environmental effect on toddlers’ social interactions during free play in two older and two newer preschools. Furthermore, we would like to investigate four preschool teachers’ thoughts about the indoor environment when it comes to toddlers’ interaction during free play. Qualitative methods containing interviews of the preschool teachers and observations of the children during their free playtime have been used to help us reach our conclusions. In addition, our theoretical conclusions have been derived from both the sociocultural perspective and the environmental psychology perspective. Our results have shown that variations in the preschool environment are of importance in the outcome of toddlers’ different social interactions. Teachers find the indoor environment of great importance and are working with it either with the preschool establishment or independently where time allows. The attitude and approach of preschool teachers on the indoor environment is also of great importance in encouraging positive social interaction in toddlers during free play.

This is a qualitative study that explores how bilingual children develop their language through play. The study is based on observations and interviews conducted in a preschool located in a multicultural area of Stockholm. The purpose of using two qualitative methods; observations and interviews, was to get a bigger picture of the study area. The results of the study, illustrated through observations and interviews that I have conducted, shows that the game has great role for bilingual children's language development. Furthermore, the results show that the informants are aware of the importance of play for bilingual children's language development especially when they are talking about investing in the promotion of children's language by using different methods and materials in their pre activity for various games and activities. One of my conclusions is that bilingual children learn the language during both free play and structured play especially when educators are present and aware of the activities that they perform. It is also important to see children as individuals to cover all the needs of children at different activities. Finally, I can also mention that bilingual children develop their language in the play by using different materials and communicate in different ways to contact other children. In play, children work a lot with their fantasies, knowledge and experience they already have from before and that they created during the game.

abstract: Via my personal, academic and professional journey, I closely examine my career growth and how my perspectives on early childhood environments developed in reference to free play. Using a narrative format, I share personal experiences that have shaped my views on free play. Free play is a type of play that features choices, freedom of selection, cognitive and social development, and child interest. I review relevant literature and weave in my personal and professional experiences in order to reflect on free play from two different perspectives: participant (child), and the Early Childhood Professional (teacher and/or administrator). I also demonstrate how my professional and academic milestones have contributed to my developing beliefs and ideas put into practice about free play in early childhood environments. / Dissertation/Thesis / M.A. Social and Philosophical Foundations of Education 2011

abstract: The purpose of this dissertation was to document the teaching practices and underlying intentions of teachers in a Waldorf early childhood program in relationship to integrative movement and its connections to learning for the kindergarten through grade three learner. Current concerns about unhealthy sedentary lifestyles and the decreasing emphasis on physical activity/movement in public schools are growing. This dissertation explores current educational research related to the effects of movement on cognitive processing and the potential effects of movement on learning, particularly in a Waldorf-based early childhood program in which movement is integrated into all aspects of learning (including all academic subjects). This dissertation includes a literature review of current research and theory, and a qualitative micro-ethnographic case study of a Waldorf-based early childhood program that involved teacher observations and interviews. Key findings: the Waldorf-based early childhood program provided practical methods for (1) encouraging various modes of free play intended to enhance a child's physical, social/emotional and academic development, (2) integrating teacher-led movements into the daily curriculum, (3) utilizing movement to aid cognitive processing and prepare students for more sedentary academic work, (4) integrating remedial work into the daily classroom curriculum, and (5) utilizing intentional movement to help a child learn to embody stillness as a means of focusing attention and energy. Movements integrated into the curriculum by the teachers created observable positive effects on the students: eagerness to participate, recall, extending focus and attention, and creating social awareness and cooperation. Conclusions: (1) Waldorf-based education programs may provide practical examples and theoretical perspectives relevant to the creation of an integrated and comprehensive movement-based curriculum for the early childhood learner, and (2) The Waldorf teachers studied provide a counter-position to early childhood teaching practices that utilize movement as a break from sedentary learning. This study revealed the effects of imposing or integrating stillness into a movement-rich curriculum. Future recommendations include more comprehensive research on Waldorf-based educational programs and educational research that reaches beyond movement's potential positive or negative effect on a student's academic progress to study in more depth how and why movement impacts learning for the young child. / Dissertation/Thesis / Ed.D. Curriculum and Instruction 2012

No description available.

Our purpose with this study is to examine free play from a gender perspective. We explore in which ways free play is free, as well as how pedagogues view their own role in free play alongside, their views on gender and how these impact upon their actions. The study seeks, to contribute to a greater understanding of free play and what factors influence it, so that pedagogues may gain a greater understanding and use free play in the best way possible for children. The study is based on the following questions: ·      Free play, how free is it? ·      How is gender expressed in free play when it comes to social interaction and children’s interaction with materials? ·      In what way do pedagogues assumptions about gender reveal themselves when supervising free play? For this study we used qualitative methods combining six interviews with preschool teachers and several observations at two different preschools. The theories used in this study is a combination of sociocultural and poststructuralist perspectives. Our results shows that generally the pedagogues had the same understanding on free play and that they are aware of the opportunities free play may provide for the children. Secondly this study shows how children use the materials provided at the preschool differently. While the boys and girls in this study use the materials to communicate and interact, the boys often did this in a more active way while the girls were more calm. Lastly, all pedagogues interviewed expressed their concerted efforts to strive towards gender equality in preschools.

Syftet med studien var att studera förskollärares uppfattningar av den fria leken i förskolan. Fri lek är en naturlig del i barnens vardag i förskolan, men begreppet är brett och kan tolkas ur olika perspektiv hos förskollärarna. Studien utgår från en kvalitativ metod med semistrukturerade intervjuer med åtta förskollärare i en kommun i mellersta Sverige. Med stöd av Eriksons lekteori och med teorins centrala begrepp identitet, lekhandlingar och konsekvenser och utfall har resultatet analyserats. Resultatet visar skillnader mellan förskollärares uppfattningar om vad fri lek innebär. Samtliga förskollärare menar dock att den fria leken har en central betydelse i barns liv och att den är livsviktig för deras utveckling. En förskollärare menar att barn som inte får leka blir ingen hel människa. Förskollärarna beskriver att den fria leken skapar goda förutsättningar för lärande och utveckling. Resultatet visar att det finns lekhandlingar som förskollärare uppfattar som önskvärda och icke önskvärda. Fri lek som går emot samhällets norm styrs om eller förmildras. Förskollärarna beskriver olika faktorer i förskolan som kan begränsa barnen i deras fria lek; tiden, förskollärares förhållningssätt, icke önskvärda lekhandlingar och den fysiska miljön. Studiens resultat har även visat att det kan uppstå negativa konsekvenser i barnens utveckling om deras fria lek i förskolan begränsas, de kan till exempel hämmas i sin utveckling av identitet. Slutligen kan barnens fria lek i förskolan inte betraktas som helt fri, utan styrs eller begränsas på grund av omgivande faktorer.

AbstraktTitle: Play and learning - a qualitative study of teaching and children's free play in the swedish preschool.Sedan begreppet undervisning infördes i förskolans läroplan 2018 har diskussioner pågått om hur begreppet ska definieras i förskolans kontext och hur undervisning kan bedrivas utan att den fria leken får stå tillbaka. Hur ska förskollärare undervisa i verksamheten? Hur ska de genomföra undervisning i barns fria lek utan att ta över den? Undervisning kan förknippas med “förmedlingspedagogik” och uppfattas passa in mer i skolans arbetssätt än med förskolans. Föreliggande studie syftar till att utveckla en förståelse om hur förskollärare förstår och använder undervisningsbegreppet i relation till den fria leken i förskolans verksamhet. Detta är relevant för förskolläraryrket eftersom uppdraget att utforma och bedriva undervisning ligger på förskollärarna. Uppdraget att undervisa riskerar sätta undervisning i motsättning till barns fria lek, som även den ska ha en central roll i verksamheten. Det är därför viktigt att utveckla ytterligare kunskap om hur förskollärare förhåller sig till undervisning och den fria leken och vilka strategier de använder för att kunna undervisa i den fria leken. Frågeställningar • Hur förhåller sig förskollärare till begreppen undervisning och fri lek? • Vilka strategier använder förskollärare för att arbeta med fri lek och undervisning i förskolan? I studien används en kvalitativ metod och semistrukturerade intervjuer med sex olika förskollärare som har arbetat innan och efter att undervisningsbegreppet tillkommit i läroplanen 2018. Intervjuerna spelades in och transkriberades sedan för att lättare kunna fånga respondenternas ord och för att lättare kunna analysera deras svar. I resultatet presenteras olika teman som beskriver hur förskollärare förhåller sig till undervisning,fri lek och de strategier de använder för att undervisa i den. Resultatet analyseras utifrån begrepp hämtade från den utvecklingspedagogiska teoribildningen och visar hur förskollärarna förhåller sig och undervisar i barns fria lek. Studiens resultat visar att förskollärarna värnar om barnens fria lek och ser den som tillfälle för lärande, där innehållet i leken utvecklas för att barnen själva ska få syn på sitt lärande. Detta visar att förskollärarna undervisar utifrån barnens intentioner med leken, att de snarare försöker utveckla den än ta över.