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The purpose of my study was to investigate the child's gross motor movement activities as well as study of the educators planning of gross motor movement activities, and if so, how they are implemented. Methods used in the study is observational and interview. I observed children aged 3-6 years and interviewed two preschool teachers in two different kindergartens in a small municipality in northern Småland. The results showed that the teachers see positively movement in kindergarten and they work daily on children's gross motor skills most unplanned but even with a few planned activities during the week. In kindergarden there are many opportunities for children to exercise gross motor movement activities .

Syftet med studien var att undersöka hur pedagogerna upplever deras arbete med planerade fysiska aktiviteter. Undersökningen ses utefter ett normkritiskt perspektiv. Yrkesföreningar för fysisk aktivitet (2016) skriver att barn och ungdomar rekommenderas att röra på sig och få upp pulsen ca 60 minuter varje dag, vilket kan göras genom att exempelvis cykla och springa. I studien kommer jag att undersöka ifall pedagogerna följer dessa rekommendationer eller hur mycket fysisk aktivitet barnen faktiskt får på förskolan. Studien kommer att belysa betydelsen av den dagliga fysiska aktiviteten för barn i förskolan samt också studera vilka konsekvenser barn kan få när det går miste om den fysiska aktiviteten. Denna studie gjordes genom kvalitativa intervjuer, där två förskollärare, en barnskötare och två förskollärarstudenter (båda har en barnskötarutbildning sen tidigare) intervjuades. Resultatet i studien visade att pedagogerna hade en positiv inställning till fysisk aktivitet och de upplever att deras arbete med fysisk aktivitet oftast sker i sammanhang med en samling eller spontant. Det framkom också att pedagogerna upplevde att den planerade fysiska aktiviteten ofta prioriterades bort och några tyckte att barnen rör sig tillräckligt utomhus och i den fria leken. / The purpose of this study was to investigate how educators perceive their work with the planned physical activities. The study is seen along a norm- critical perspective. Yrkesföreningar för fysisk aktivitet (2016) writes that children and young people are recommended to move and get their heart rate up to about 60 minutes each day, which can be done by, for example, riding a bike and running. In the study I will investigate if educators follow these recommendations or how much physical activity kids are actually getting at the preschool. The study will highlight the importance of the daily physical activity for children in pre-school and also to study the impact children can have when it goes missing out on physical activity. This study was made through qualitative interviews, where two preschool teachers, a child caretaker and two preschool teacher students (both have a child caretaker education since earlier) were interviewed. The results of this study showed that the educators had a positive attitude to physical activity, and they feel that their work with the physical activity most often occurs in the context of a collection or spontaneously. It was also revealed that the educators felt that the planned physical activity, often, the priority was given away, and some thought that the kids move enough outdoors and in free play.

The purpose of this study was to examine the attitude of pre-school teachers to  planed physical activity in preschool. This study find out which factors may affect the implemention of planed physical activity in preschool. This study was conducted through a questionnaire. It was sent to pre-school teachers with an pre-school teacher education. 160 pre-school teachers answered the survey. The results show that preschool teachers have a positive attitude towards didactically planned physical activities in preschool. However, despite a positive attitude, the children are not physical active to the extent that they might need to reach the recommendations for 60 minutes of physical activity per day (Berg & Ekblom, 2016). However, time shortages and small premises seem to be an obstacle to planned physical activity times, and according to the survey, cognitive activities often go before the physical activities. The survey has also shown that some pre-school teachers think that children move sufficiently through the free play, and didactically planned activity times are not considered necessary. / Syftet med denna studie var att undersöka hur förskollärares attityd till didaktiskt planerade rörelsestunder i förskolan ser ut. Undersökningen studerar också vilka faktorer som kan påverka hur den planerade rörelsestunden i förskolans verksamhet genomförs. Denna undersökning gjordes genom en enkät. Den skickades ut till förskollärare med förskollärarexamen. Enkäten besvarades av 160 stycken förskollärare. Resultatet visar på att förskollärare har en positiv attityd till didaktiskt planerade rörelseaktiviteter i förskolan. Trots en positiv attityd utförs rörelsestunderna dock inte i den utsträckning som de kanske skulle behöva för att nå upp till rekommendationer som finns om 60 minuters fysisk aktivitet per dag (Berg & Ekblom, 2016). Tidsbrist och små lokaler verkar vara ett hinder för planerade rörelsestunder och enligt undersökningen går kognitiva aktiviteter ofta före de fysiska aktiviteterna. Undersökningen har också visat på att en del förskollärare tycker att barn rör sig tillräckligt via den fria leken och didaktiskt planerade rörelsestunder anses då inte vara nödvändiga.

The topic of thesis is a study of artphiletics approach to aftercare aimed at children with specific learning and behavior disorders, especially ADHD, conducted simultaneously in art lessons. The introductory part to find review deals with specific learning disabilities and behavioral disorders, especially ADHD, ie. Attention deficit hyperactivity disorder. Possible causes and manifestations. It also points to the psychosocial aspects of specific learning disabilities and ADHD. Another section deals with pedagogical diagnosis, follow-up care for children with learning disabilities and ADHD monitored areas and remedial care. Mention is a component of visual expression of a child in the diagnosis and follow-up care. The following section describes the concept artephiletics, its theoretical framework, possibilities and use for children with learning disabilities and ADHD. Empirical part is dedicated to the study of its evaluation methodology art philetic meeting and reflective balance with case studies of individual children