Bakgrund: Måltiden är en central del i förskolans verksamhet och är en aktivitet som alla barn på förskolan deltar i. Tidigare forskning har visat att barn bör få vara delaktiga och självständiga i sin vardag och måltiden är en stor del av förskolans vardag som barnen bör inkluderas i. Syfte: Syftet är att bidra med kunskap om hur barn agerar självständigt under måltiden och hur pedagogerna påverkar barns möjlighet att vara självständiga och delaktiga under måltiden. Metod: Den metod som har använts i denna studie är icke-deltagande observation för att på ett så opåverkat sätt som möjligt kunna urskilja hur pedagoger arbetar för att främja självständighet och delaktighet för barnen under måltiden. Resultat: Studiens resultat framhäver hur ansvarstagande barnen är under måltiden och hur de inte alltid är beroende av pedagogerna för att äta sina måltider. Resultatet framhäver också hur pedagogerna i vissa fall kan ge en hjälpande eller en stjälpande hand till barnen under måltiden.

The aim of this thesis is to describe, analyse and understand how children in preschool construct cultural diversity in their interaction. A wide definition of culture is being used, thereby stressing the cultural background of all children. The study is based on observations and conversations with children in three Swedish preschools. In observing and talking to the children the main interest has been on the extent to which experiences from the children’s individual backgrounds, called cultural impulses, are discernible in their play and interaction. In the analysis a theoretical framework of childhood sociology has been used in order to understand what meaning the children’s actions in their peer cultures have in the construction of cultural diversity. The activities going on in the peer culture have also been studied in relation to the pedagogical context. The findings show diversity within the peer group when it comes to gender and competencies but the actions within the peer cultures contain power game and inclusion as well as exclusion. These are results of hierarchies in the group, building on for example status and social position. These hierarchies are strong in the processes in which it is determined which of the cultural impulses from the children that will be a part of the play and which ones that will be rejected. In Swedish preschool one part of the pedagogical context is the seldom-questioned "fri lek". This is a period of varied length during which the children play by themselves with little or no interference from the pedagogues. The results from the observations indicate that this kind of play has very different meaning for the children. For some it is a possibility to make use of their own experiences in their peer culture and for some it means subordinating to those with higher rank in the hierarchy. / Felaktigt serienummer (#44) i avhandlingen.

The study intends to examine how children identifies affordance at the preschool’s yard, and how they interpret this environment so they can adapt this to their peer cultures. The aim of this study is to gain an understanding of how children create place and culture by playing in an outdoor environment at the preschool.The study is conducted over a two-week period and shows observations where the children are staying at the yard and what they are doing at these locations. These observations were written down in a notepad; where each child was staying, what they did, how they moved and what they said. The collected material was analyzed using Gibson's theory affordance, Corsaro's concept of peer cultures and interpretive reproduction, as well as Halldén's concept of place. The concepts were used to understand and answer the two questions:” What places seem to be important for children's play?” and” Which affordance do children identify in these places?”The result showed that children negotiates about the places that are on the preschool's yard and then create their own places. Their own places that they create offers them fellowship, where they can try different roles, values and norms. Children transform materials and space to adapt to their children's culture, and they create physical as well as symbolic rooms in the yard. Children see opportunities in environments and materials, instead of restrictions. The result showed that the children imitated the adult culture, where the children then produced their own interpretations to adapt to their children´s culture.

nÃo hà / O Transtorno de DÃficit de AtenÃÃo e Hiperatividade (TDAH) tem sido apontado como responsÃvel por uma sÃrie de prejuÃzos na vida de crianÃas e de famÃlias, estando entre as alteraÃÃes comportamentais mais diagnosticadas na infÃncia, apesar das controvÃrsias a respeito de sua caracterizaÃÃo. Embora tenha surgido no cenÃrio da saÃde, o diagnÃstico do TDAH se tornou parte de contextos diversos, de forma que os discursos a seu respeito mesclam aspectos provenientes da saÃde, da escola, da famÃlia e da moralidade social, podendo ser interpretados de distintas formas dentro de uma cultura local, inclusive pelas crianÃas. Imersas em uma cultura adulta, perpassada por distintos sentidos e significados atribuÃdos ao TDAH, as crianÃas produzem sua prÃpria cultura de pares, apropriando-se, reproduzindo e reinventando os diversos discursos e constituindo-se a partir deles. Partindo-se de uma base teÃrica da psicologia histÃrico-cultural e da sociologia da infÃncia e tendo como pergunta de partida como os discursos sobre TDAH sÃo reproduzidos interpretativamente pelas crianÃas em suas interaÃÃes entre pares, o objetivo deste estudo foi analisar as reproduÃÃes interpretativas de crianÃas com diagnÃstico de TDAH. Para tanto, adotou-se uma metodologia qualitativa, com inspiraÃÃo etnogrÃfica, com utilizaÃÃo de observaÃÃo participante das atividades das crianÃas e entrevistas semiestruturadas com pais. A pesquisa foi realizada no AmbulatÃrio de Psiquiatria da InfÃncia e AdolescÃncia do Hospital UniversitÃrio Walter CantÃdio â AMPIA/HUWC, com crianÃas com idades entre 6 e 12 anos, acompanhadas no referido ambulatÃrio, que tinham inserÃÃo escolar e que jà tinham realizado pelo menos uma consulta prÃvia no ambulatÃrio, e seus respectivos pais ou responsÃveis. Para anÃlise do corpus, utilizou-se como referenciais a proposta da anÃlise interpretativa de base histÃrico-cultural, elencando-se como categorias analÃticas empÃricas os contextos do diagnÃstico e o uso performÃtico do TDAH. PÃde-se perceber com o estudo que o TDAH perpassa os diferentes contextos de vida das crianÃas. A reproduÃÃo interpretativa do TDAH representa um papel importante na construÃÃo da cultura de pares infantil no contexto do AMPIA. NÃo somente no ambulatÃrio ela à construÃda, mas tambÃm nos outros contextos vivenciados pelas crianÃas, o diagnÃstico se mostrou constantemente presente, interferindo nas relaÃÃes com os adultos, bem como com as outras crianÃas. Essa interpretaÃÃo tambÃm serviu de base para o estabelecimento de relaÃÃes hierÃrquicas, uma vez que as crianÃas criavam patamares diferentes no grupo com base naquilo que as caracterizavam, primordialmente: os comportamentos associados ao diagnÃstico de TDAH. AlÃm disso, destaca-se que os comportamentos atrelados ao TDAH permeiam o processo de inserÃÃo social das crianÃas e a concepÃÃo do diagnÃstico à elemento recorrente na reproduÃÃo interpretativa e na construÃÃo da cultura de pares infantil aqui retratada.

The preschool is often looked upon as an institution for the parents and guardians, with an aim to influence the children. If we change the perspective, from the adult to the child´s perspective, we might find that the preschool with its places and activities is created by the children who live their everyday lives there. Through an ethnographic study, consisting of observations, I examined how the children in a preschool, ages three to five, enter a specific place in a certain time during the preschool day – a so-called time space. This time space is an occasion for waiting on each other and waiting for a new activity to start - a small crack in the preschool structure. In what way can children´s agency be expressed in this small time space? To find the answer to my question I observed the social interactions of the children, with a perspective of childhood sociology and Corsaro´s (2014) theories of peer cultures, interpretive reproduction, and sharing and controlling as a starting point and as a tool for my analysis. The results show that children constantly seek to gain control of their lives through different strategies of getting themselves in and out of interaction and activities. They create their own space within the time space and during this study they clearly influence the meaning of the time space by re-creating and creating new routines and meaning. Through their peer cultures, the constant control seeking, and by just being in the room, the children can be seen as active agents by their interpretation and reproduction of the meaning of the time space. My conclusion is that children take whatever space they´re given in the preschool structure and make it their own. In this way they are active agents of the preschool.

Studiens syfte var att undersöka pedagogers uppfattningar av och kunskaper kring att arbeta med genus och drama samt att belysa vilka eventuella utmaningar de möter i arbetet. Studien präglas av kvalitativ metod och utgår ur ett socialkonstruktionistisk perspektiv. Vår ambition var att samla in pedagogernas erfarenheter och uppfattningar i relation till hur normkritisk pedagogik och genusfrågor synliggörs i barns dramalek därför har vi använt intervjuer som datainsamlingsmetod. Resultatet visade att samtliga intervjuade pedagoger uppfattar och använder drama som en pedagogisk kontext för att undersöka jämställdhet tillsammans med barn på ett lekfullt sätt. Detta, i sin tur, belyser dramas kraft som ett normbrytande pedagogiskt verktyg. Resultatet visade även hur pedagogernas förhållningssätt i relation till normer och stereotyper påverkar och utformar sättet barn upplever normer och stereotyper samt hur dramapedagogik bidrar till barns normkritiskt tänkande. Till sist, tydliggjordes hur viktigt pedagogernas medvetandegörande och närvaro är för att styra lärandet utifrån barns behov, medan olika utmaningar som uppstår bör lösas genom en god kollegial och föräldrasamverkan. / The purpose of the study was to investigate educators' perceptions of and knowledge about working with gender and drama and to shed light on the possible challenges they face in their work. The study is characterized by a qualitative method and is based on a social constructionist perspective. Our ambition was to collect the educators' experiences and perceptions in relation to how norm-critical pedagogy and gender issues are made visible in children's drama play, which is why we have used interviews as a data collection method. The results showed that all interviewed educators perceive and use drama as a pedagogical context to investigate gender equality with children in a playful way. This, in turn, highlights the power of drama as a norm-breaking pedagogical tool. The results also showed how the educators' attitudes in relation to norms and stereotypes affect and shape the way children experience norms and stereotypes and how drama pedagogy contributes to children's norm-critical thinking. Finally, it was clarified how important the educators' awareness and presence is to guide learning based on children's needs, while various challenges that arise should be solved through good collegial and parent collaboration.