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The purpose of this study is to examine, analyse and compare to what extent the preschool teachers' child perspective influences their attitude towards different forms of circle time. More specifically, our aim is, firstly to examine how preschool teachers see children's possibilities for influence and participation depending on the form of circle time, and secondly how children are included or excluded within different forms of circle time. We will be using the following questions as a guidance to draw a conclusion: • To what extent does the preschool teacher's child perspective impact on their approach in circle time? • To what extent does the form of circle time affect the inclusion or exclusion of children according to the preschool teachers? • How is the children's influence and participation affected by different forms of circle time? This is a qualitative study based on both semi-structured interviews with preschool teachers and observations of circle time. The fieldwork was carried out at four different preschools in the Stockholm area. The main theoretical frame is based on several notions that are of importance at preschool: inclusion and exclusion, influence and participation, and preschool teachers approach on children. The results show that the child perspective of the majority of the preschool teachers respects the children's own way of thinking and therefore builds on a free will, leads to a more harmonious atmosphere without demonstrative admonitions. The majority of the preschool teachers prefer circle time with a small number of children in order to be able to show consideration both for the tranquil and the go-ahead child's behaviour. The results also show that circle time with less children improves the children's possibility for influence and inclusion compared to traditional circle time. This is because it gives the preschool teacher more time to focus on and notice every single individual. It is the preschool teacher's responsibility to create a circle time that is interesting for the children. This can be achieved either by giving the children more influence or by allowing them to decide if they want to participate at circle time.

I think how easy it is that a society is normalised by surveillance and those in power positions that we today are used to almost always being watched. Furthermore I believe this is also seen in the preschool. The purpose of the study is to investigate recording and documenting in the preschool and in which contexts this limits children’s influence and participation. I will focus on photographing, filming and texts written about the children. I take on the adults’ perspective where I examine the power relations between pedagogues and children. The questions I raise are: In which context is children’s influence and participation limited in documentation? How can the power positions between children and pedagogues be viewed? My theoretical perspective is based on Michel Foucaults thoughts of power and surveillance. I chose a qualitative method for my study. I did interviews with five pedagogues that told me about what they think about children’s influence and participation in preschool documentation, routines and how they work in the setting. The result shows that children’s integrity in preschool documentation is forgotten due to two different matters: lack of time and habits/norms, which effect children’s influence and participation.

This study aims to find and make visible strategies educators use to enable influence and participations for the children in the schoolyard. The purposewas investigated through an unstructed survey with qualitative questions to give educators space to formulate their experince and thoughts about children´s influence and paritcipation in the yard. Shier´s (2001) participation model was used when designed the questionnaire, as well as a theoretical starting point when analyzing data. The model is a tool to make participation and influence visible. Importent concepts is highlighted such as attitudes as it turns out to be a significant aspect of the children´s opportunities in the encounter with the adult. The results show that the educators listen to the children´s opinions and wishes, that they can largely meet the needs, but factors such as lack of time and lack of staff can stand in the way. We see that Shier´s (2001) model challenges the preschool, at the organizational level where the educators do not have the same opportunities to influence. The challenge also ends up with the educators, are they prepared for a change, for example in routine situations? The focus in this study is more on a here and now perspective where in the results part of the study, different strategies emerge that are useful for the educators in the work of increasing children´s participation and influence in the yard. In the study´s conclusion, we present our knowledge contribution to the presschool profesion where we, among other things, highlight a result that strengthens previous research and literature. One result that clearly emerged is how crucial the educator´s attitude is in the encounter with the children for what opportunities are given to them.

The purpose of the study is to contribute more knowledge about how childrensdemocratic influence is expressed in preschool with a particular focus ongathering situations. In the study, we used a qualitative semi-structuredinterview. With an adaptable interview guide, to obtain the pre-school teachers'perceptions. Our study is based on Shiers participation model, to be able tointerpret and categorize the extent to which preschool teachers enablechildren's participation and influence in circle time. The results indicate thatpreschool teachers incorporate children's interests and opinions in the planningand execution of circle time by being present in the children's group. This isachieved through an active approach where children are given the opportunityto express their view. The conclusion of the study indicates that influence and participation in circletime are facilitated through the precense of educators. This is achieved bypreschool teachers actively working to convey childrens interests and opinions.Additionally, voting is presented as a tool to promote democratic practices inpreschool. / Syftet med studien är att bidra med mer kunskaper om hur barns demokratiskainflytande tas i uttryck i förskolan med särskilt fokus på samlingssituationer.Vi har i studien använt oss av en kvalitativ semistrukturerad intervju. Med enanpassningsbar intervjuguide, för att få fram förskollärarnas uppfattningar. VårStudie bygger på Shiers delaktighetsmodell, för att kunna tolka ochkategorisera i vilken mån förskollärare möjliggör för barns delaktighet ochinflytande i samlingar. Resultatet visar på att förskollärare tar vara på barnsintressen och åsikter i planering och utförande av samlingar genom att varanärvarande i barngruppen. Även genom ett aktivt arbetssätt där barnen fårkomma till tals och uttrycka sina synpunkter. Slutsatsen av studien visar på att inflytande och delaktighet i samlingarmöjliggörs genom närvarande pedagoger. Detta genom att förskollärare arbetaraktivt med att framföra barns intressen och åsikter. Samt att röstning framförssom ett redskap för att främja ett demokratiskt arbete i förskolan.

The aim of this study is to contribute with increased knowledge about how preschool teachers can promote children's influence and participation in physics teaching. To investigate this, a web survey was sent out to preschool teachers in a medium-sized municipality in Sweden. The study's data consists of the preschool teachers' responses which have been analyzed quantitatively but also qualitatively through a phenomenographic analysis model that seeks to make different perceptions visible. Our results show that preschool teachers need greater subject knowledge and more resources to succeed in this in practice. Increased knowledge in physics among preschool teachers may result in a bigger interest and a feeling of self confidence in physics teaching. Our conclusion is that the right prerequisites can promote children's participation and influence in physics education. These prerequisites concerns having enough staff, plenty of planning time and that staff must be offered continuous competence development and collegial learning in order to be prepared to teach physics based on children's interests. The results also show a point of view where influence is something that is created together with the children and is not expressed as something the preschool teachers should offer, it already exists. The preschool teachers automatically need to pay attention to the children's thoughts and questions. When this is done, it may lead to commonly elected learning objects. By listening to the children's thoughts and ideas and putting the teaching at a manageable level, preschool teachers can create the conditions for all children's participation. / Syftet med denna studie är att bidra med ökad kunskap om hur förskollärare kan främja barnens delaktighet och inflytande i undervisning med fysik som uttalat innehåll. En webbenkät skickades ut till förskollärare i en medelstor kommun i Sverige. Studiens empiri består av förskollärarnas svar som analyserats kvantitativt men även kvalitativt genom en fenomenografisk analysmodell som strävar efter att synliggöra olika uppfattningar. Vårt resultat visar att det behövs större ämneskunskaper hos förskollärare och mer resurser för att lyckas med detta i praktiken. Ökade ämneskunskaper hos förskollärarna kan i sin tur leda till ett större intresse och en upplevelse av trygghet i fysikundervisning. Vår slutsats är att rätt förutsättningar kan främja barnens delaktighet och inflytande i fysikundervisning. Dessa förutsättningar handlar om att ha tillräckligt med personal på plats, gott om planeringstid och att personal måste erbjudas kontinuerlig kompetensutveckling och kollegialt lärande för att hålla sig pålästa och vara förberedda för att bedriva undervisning som utgår från barnen. Resultatet visar även ett förhållningssätt där inflytande är något som skapas tillsammans med barnen och inte uttrycks som något förskolläraren ska erbjuda, det existerar redan. Här behöver förskollärare per automatik ta fasta på barnens funderingar och frågor. När detta görs leder det till gemensamt valda lärandeobjekt. Genom att lyssna in barnens tankar och idéer och lägga undervisningen på en hanterbar nivå så kan förskollärare skapa förutsättningar för alla barns deltagande.

Studiens syfte är att beskriva hur förskollärare erfar sina möjligheter att påverka barns självkänsla. För att bidra med ökad kunskap och förståelse kring arbetet med att stärka barns självkänsla, då det påverkar barns inflytande och delaktighet i sin vardag som är en del av förskolans demokratiuppdrag. Intervjuer används som metod för att undersöka förskollärarnas upplevelser samt vilka möjligheter och utmaningar de ser i arbetet med barns självkänsla. Det framkommer i analysen att förskollärarnas förhållningsätt är en viktig faktor i arbetet med barns självkänsla. Förhållningsättet ligger till grund för hur förskollärarna bygger upp relationer och samsynen förskollärarna får om barn. Förskollärarna beskriver samsynen som betydelsefull där en gemensam barnsyn och arbetssätt i arbetslaget upplevs gynna barns skapande av en god självkänsla och tilltro till den egna förmågan. Vidare visar analysen att förhållningsättet som förskollärarna väljer speglar hur de verkar som förebilder och ger barn förutsättningar till att tro på sig själva. Vilket gör det möjligt för barn att skapa förmågor till att våga göra sin röst hörd, för att vara delaktiga och få inflytande i utbildningen. / The purpose of the study is to describe how preschool teachers experience their opportunities to influence children's self-esteem. To contribute with increased knowledge and understanding of the work to strengthen children's self-esteem, as it affects children's influence and participation in their everyday lives, which is part of the preschool's democracy mission. Interviews are used as a method to investigate the preschool teachers' experiences and what opportunities and challenges they see in working with children's self-esteem. It appears from the analysis that the preschool teachers' approach is an important factor in the work on children's self-esteem. The approach forms the basis for how preschool teachers build relationships and the consensus preschool teachers get about children.The preschool teachers describe the consensus as important where a common view and working methods in the work team are perceived to favor children's creation of a good self-esteem and confidence in their own abilities. Furthermore, the analysis shows that the approach that preschool teachers choose reflects how they act as role models and gives children the conditions to believe in themselves. Which makes it possible for children to create the abilities to dare to make their voice heard, to be involved and gain influence in education.

Syftet med studien var att undersöka hur barns inflytande och delaktighet kan se ut i praktiken i relation till förskolans planerade morgon samling. Vi formulerade två frågor i relation till syftet: På vilka sätt skapas inflytande och delaktighet i förskolans samling för en yngre barngrupp (1–2 år)? På vilka sätt skapas inflytande och delaktighet i förskolans samling för en äldre barngrupp (3–5 år)? Den metod som användes för att besvara frågorna var observationer med hjälp av filminspelning. Det studieobjekt som observerades var barns uttryck och reaktioner med pedagogerna under samlingarna. Analysen av den insamlade empirin gjordes med hjälp av barndomssociologisk teori samt Shiers modell. Resultaten visade att barnens engagemang påverkades av olika faktorer såsom ålder, miljö och innehållet i samlingen. Språket visade sig vara avgörande för att möjliggöra delaktighet och inflytande, och pedagogerna hade en aktiv roll i att främja kommunikationen, både verbalt och med kroppsspråk. Enligt Shiers modell ligger inflytande och delaktighet på nivå ett, två och tre, där barn ges möjlighet att delta genom att pedagogerna bjuder in dem att uttrycka sina tankar och åsikter, vilket ligger i linje med artikel 12 i FN-konventionen.

Title: The interaction between humans and machines: A case study on employee job satisfaction during the implementation of artificial intelligence in the workplace Background & problem discussion: As companies adopt new technologies, ensuring job satisfaction is a key for smooth transitions. AI revolutionizes work methods by automating tasks, enhancing efficiency, and requiring new skills. However, AI integration raises concerns about its impacts on roles and satisfaction. While boosting productivity and efficiency, AI can displace human tasks, causing fear and resistance to the new technology. Balancing efficiency with maintaining human expertise is vital, as it affects motivation and engagement in the work. Understanding AI’s impact on job satisfaction is essential, as it significantly influences employees overall experience. Purpose: The purpose of the study is to create an understanding of the employees’ job satisfaction when implementing AI technology in the workplace. Method: This study uses a qualitative research method to understand how AI implementation affects employee job satisfaction at Scania in Oskarshamn. The method focuses on gaining in-depth insights from the employees’ perspective through semi-structured interviews and observations. A case study design was chosen to analyze detailed aspects of AI use within the company. To ensure the reliability, trustworthiness and confirmation of the study, a transparent research process was followed with feedback to the participants. Findings & conclusion: The results showed that both intrinsic and extrinsic involvement were important for job satisfaction. Employees with strategic roles saw AI as an opportunity for improvement, while operational employees felt secure in the use of AI. The study emphasized the importance of fostering an inclusive work culture to ensure positive attitudes towards change and sustained job satisfaction. The conclusion provides both a practical and theoretical contribution for understanding job satisfaction when using AI-technology.