When the introduction starts for the child and their parents it holds many emotions. There are many emotions involved in the first meeting between preschool and home for both the children and their parents. So my purpose with this study is to focus on two introduction models educators at my selected preschool works by. The purpose of my study is to focus on the two introduction models that are used by educators at my selected preschool. I ´m going to view this two models by examining how the educators prepare before the introduction starts and look at their point of view. In my study I m also going to look at how the parents thought before the introduction, fast started and during it. My empirical material consists of four interviews with educators and two interviews with parents. The final result showed a number of important factors that both educators and parents consider of great importance to an introduction. Educators pointed out that a good collaboration and relationship with the child’s and parents was of great importance. But one mutually point that was shared by all the educators and parents was the importance of safety during the introduction.

This is a qualitative study with four interviews, in four different preschools, in the same municipality. By making it so, it becomes a case study to describe a phenomenon in a municipality which also is the definition for this investigation. The purpose of my study is to examine what it means, in a municipality, to have different types of introduction at preschool. Where I ask the question why preschools choose to have a specific method of introduction and what are the basics and ideas behind the choice of the method? What significance do these different methods have to attachment theory? What do teachers think about the advantages and disadvantages with their choice of method? The versions of introductions are many and may vary; the duration of the introduction may vary from 1-3 days up to 3 weeks. The introduction is about getting to know and introduce adults and children in a preschool. The methods covered in this study are the parent active introduction methods and the traditional method of introduction on 2 – 3 weeks. Introduction is something that evolves into something particular to each preschool and department, and how good the introduction is does not have to do with the type of model or method used by the teacher but rather how teachers relate to parents and children. Which method teachers choose to use in their introduction does not matter as long as preschools find an approach or method that suits the department, parents and children. My conclusion is that there is a difference between the preschools in the municipality in regard to which method of introduction they choose to work with. Regardless of the method the teachers of the different preschools have chosen to work with, they still work towards the same goal, that parents and children should feel calm and secure, and that the teachers create a good connection to the parents and children in order to give the children a good start of preschool. What differentiates the various introduction methods is just how long each preschool believe that it takes for the children and parents to get sufficiently introduced. The most important thing is that the teachers have a strong commitment to the introduction and that they have a common approach, which is the common factor in all types of introductions.

The introduction of a game mechanic is an aspect of a game that - when done right - goes almost unnoticed by the player. When it is done incorrectly however, it can become a large point of frustration in the player. The goal of this study is to discover how to introduce a game mechanic that guides the player through the game's musical score. The research question asked was: "Based on player experiences, how should a non-diegetic musical guidance mechanic be introduced in a video game?" This study uses design science as a foundation and uses a survey to gain a broad overview of the general preferences given by participants. Two versions of a prototype were developed which was played by 11 participants who were then asked about their experience. In both versions, the player was tasked with finding the magic flutes scattered across a city by listening to the music. The flute was stereo panned to the left or right speaker, corresponding the direction of the flute in the game world. The versions contained two different methods of introduction and the participant was asked in a semi-structured interview afterwards whether they enjoyed the method they received. One version contained a detailed introduction that described how the guidance mechanic worked, the other version did not. The interviews were transcribed and analysed using thematic analysis to extract common themes in the answers given. The results were varied, but the majority said that they preferred to learn by themselves, without a detail introduction. This method let the player think for themselves and led to a greater sense of accomplishment and satisfaction when figuring out what to do. For a game such as this where the objective is to somehow find something, they believed that it is better to not give the answer away too freely. Not many ethical concerns where found for this study, though the one that was found is important to acknowledge. Players with aural impairments cannot play this game the way it is intended, by listening to the musical score, since they have difficulties with sound. This is a flaw that should be studied and solved or mitigated in future studies.