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The purpose of our study is to find out what constitutes a supportive pedagogical approach in conversations with children and what communicative tools and methods educators use to encourage children to communicate in preschool. Socialconstructivism is a research approach that we apply to ourstudy. With socialconstructivism as a research approach, we reflect on how different communicative ways of working have developed over time. As a method of our survey, we have had interviews with sixpreschool teachers who work at two preschools in the same preschool area. The interviews have been conducted in three different group interviews where two pedagogues participated on each occasion. The interviews have been recorded with audio recording and then transcribed. Each group interview lasted under an hour and the content focuses on the pedagogues' approach to language development tools andmethods and how they use them in practice. We have then observed the same pedagogues that we interviewed to see what approach they had towards the children and what tools or methods they used. The study’s result shows that the pedagogues are using socratic questions, smaller conversation groups,aesthetic expressions, reflection and metareflection, TAKK, image support, digital tools, projectors,body language, Tuomelas language levels and the proximal development zone of Vygotskij, to supportchildren's language development. In this study we address three issues: What pedagogical methods can be seen as supportive in a communicative interaction betweenchildren and pedagogues? What communicative tools do pedagogues use to encourage children to communicate in differentways? What is the approach of pedagogues to the tools and methods used?

Bakalauro darbe analizuojami socialinio pedagogo vaidmenys realizuojami profesinėje veikloje. Darbo tikslas - išsiaiškinti socialinio pedagogo realizuojamus vaidmenis profesinėje veikloje, atskleidžiant jų turinį. Tyrime dalyvavo šimtas socialinių pedagogų, dirbančių įvairaus tipo bendrojo lavinimo mokyklose (gimnazijose, vidurinėse ir pagrindinėse mokyklose) bei iš įvairių vietovių (miesto, miestelio, kaimo vietovės). Analizuojant mokslinę literatūrą apibrėžta vaidmens samprata ir jo turinys, išanalizuota socialinės pedagoginės veiklos specifika bendrojo lavinimo mokykloje, išskirti ir apibrėžti socialinio pedagogo vaidmenys, kurie sąlygiškai gali būti suklasifikuoti į 4 pagrindines grupes: nukreipti į veiklą su vaiku, jo tėvais, į veiklą mokyklos bendruomenėje ir į save patį, kaip į specialistą. Atliekant apklausą raštu naudojant uždaro tipo klausimyną, apklausti socialiniai pedagogai, siekiant nustatyti realizuojamus socialinio pedagogo vaidmenis profesinėje veikloje. Analizuojant tyrimo duomenis, nustatyta, kokius vaidmenis dauguma socialinių pedagogų realizuoja savo profesinėje veikloje. Dauguma socialinių pedagogų savo profesinėje veikloje realizuoja vaidmenis, nukreiptus į veiklą su vaikais. Vykdant veiklą, nukreiptą į vaikus, siekiama nustatyti, įvertinti bei padėti vaikams išspręsti susidariusias situacijas ir dėl to kylančias problemas. Siekiant padėti vaikams, socialinis pedagogas taip pat realizuoja vaidmenis, nukreiptus į veiklą su tėvais ir į veiklą... [toliau žr. visą tekstą] / The bachelor work analysis the roles realized by a social pedagogue in professional activity. The aim of work - to see and reveal content of the roles realized by a social pedagogue in professional activity. Hundred social pedagoguge from different schoool types (gymnasium, secondary and primary schools) and different residential area (city, town and village) participated in this investigation. The role and its content was defined by analysis of scientific literature. Work analysis of social pedagogue in general education school, roles of social pedagogue distinguished and defined by analysis of scientific literature too. Roles of social pedagogue can be qualified to 4 main groups: roles directed to activity with children, their parents, activity in school community and to himself how to a specialist. Social pedagogues were investigated by tests to know which roles they realized in professional acitvity. Data of tests were analysed and fixed, which roles the most social pedagogue realized in professional activity. The most social pedagogues realized roles directed to activity with children. Social pedagogue in activity with children determined, assess and help childrens to tackle a problems. Social pedagogue help childrens to tackle a problems, realized roles directed to activity with parents and school community too. At least, social pedagogue realized roles directed to activity to himself how a specialist. The aim of investigation was reached to see and reveal... [to full text]

: Lärmiljöer, språkutveckling och den närvarande pedagogen är något som ofta går hand i hand, visar flera studier. Genom att ta vara på barns intressen i skapandet av lärmiljöer och sedan förtydliga dessa med språkfrämjande material utmanas och utvecklas barnens språkliga lärande. Lärandet blir extra tydligt om en pedagog är närvarande. Av dessa anledningar är det relevant att undersöka huruvida pedagoger ser till barnens intressen och behov vid skapandet av lärmiljöer, hur de får in språken i dem samt om den närvarande pedagogen har en positiv effekt. Syftet med vår studie är att undersöka hur pedagogerna i förskolan använder lärmiljöerna i förskolan för att främja barnens språk och därigenom deras språkliga utveckling samt huruvida de är närvarande i lärmiljöerna och vid barnens lek. Vårt intresse av lärmiljöer och språkundervisning är anledningen till att vi valt att göra en undersökning om hur pedagoger i ett urval av elva olika förskolor i fyra kommuner skapar och använder lärmiljöerna i sin språkundervisning. Studien genomfördes med hjälp av en enkät som kvalitativ och kvantitativ metod. Den kvantitativa delen är fokuserad på relevanta bakgrundsfrågor och de kvalitativa frågorna är fokuserade på hur pedagogerna arbetar med språk och lärmiljöer i förskolan. Resultatet visar att respondenterna anser det viktigt att se till barnen intressen och behov vid skapandet av lärmiljöer. I sina lärmiljöer använder respondenterna sig av olika språkutvecklande material, som till exempel böcker, bokstäver och synlig dokumentation. De tycker det är viktigt att en pedagog är närvarande vid barnens lek och det är något de försöker tillgodose eftersom de anser att oftast gynnar både leken och lärandet. / : Learning environments, language development and the teacher present are something that often go hand in hand, several studies show. By taking advantage of children's interests in the creation of learning environments and then clarifying these with language-promoting materials, the children's linguistic learning is challenged and developed. Learning becomes extra clear if a teacher is present. For these reasons, it is relevant to investigate whether pedagogues take into account the children's interests and needs when creating learning environments, how they incorporate the languages into them, and whether the pedagogue present has a positive effect. The aim of our study is to investigate how the pedagogues in the preschool use the learning environments in the preschool to promote the children's language and thereby their linguistic development and whether they are present in the learning environments and at the children's play. Our interest in learning environments and language teaching is the reason why we chose to conduct a survey on how educators in a selection of eleven different preschools in four municipalities create and use the learning environments in their language teaching. The study was carried out using a questionnaire as a qualitative and quantitative method. The quantitative part is focused on relevant background questions and the qualitative questions are focused on how the pedagogues work with language and learning environments in preschool. The results show that the respondents consider it important to look after the children's interests and needs when creating learning environments. In their learning environments, the respondents use different language development materials, such as books, letters and visible documentation. They think it is important that a teacher is present at the children's play, and this is something they try to accommodate because they believe that it usually benefits both the play and the learning.

Abstract This study analyzes an attempt at integration of a pre-school class, a leisure-time center and an elementary school in Sweden. The integration was organized in the form of Vertical Track which implies a successive development of groups comprising children between six and twelve years old, pre-school teachers, recreation pedagogues, and schoolteachers. The integration was prompted by state governed reforms such as the 1992 law allowing six-year olds to start compulsory school. The study is based on cultural-historical activity theory and was carried out as participant observation and action research. The study addresses the question of the potentials and alternative goals for change and development of the present school pedagogy and classroom practice that integration implies. Special attention has been paid to what tools might potentially mediate in processes of integration. A research and educational program, the 5thD, was jointly created between researchers and teachers and located in a Vertical Track. The capacity of this complex tool as a mediator in the multicultural Vertical Track structure was explored. It is argued that the Vertical Track as an instantiation of the integration reform represents an arena for potential expansive transformation. However, in order for integration to have an impact on the pedagogical practice in schools, teacher interactions need to be mediated by communicative and conceptual tools. It is suggested that the 5thD program is an example of such tools. Keywords: Integration, pre-school teacher, recreation pedagogue, schoolteacher, contradiction, expansive learning, mediation, and tool. / <p>Framlagd vid Helsingfors universitet, pedagogiska institutionen.</p>

Studiens syfte är att undersöka och analysera kompetensbehov inom olika kommunala human service-organisationer, där bland annat socialpedagoger är verksamma i Västerviks kommun. Min studie vill även undersöka inom vilka verksamheter högskoleutbildade socialpedagoger arbetar idag samt vilka kompetenser de har och vilka kompetenser lämpar sig för att arbeta inom human service-organisationer i Västerviks kommun. Denna studie strävar efter att vara ett stöd för att förbereda human service-organisationer i Västerviks kommun inför eventuella utmaningar vid framtida rekrytering av befintlig och ny kompetens. Samtidigt vill jag med min studie stärka kunskapen kring socialpedagoger. Studien består av både en kvantitativ och kvalitativ undersökning. Det empiriska materialet har insamlats via en enkätundersökning och en gruppintervju med personer som har medarbetar- och verksamhetsansvar inom olika human service-organisationer i Västerviks kommun. Resultatet av min studie påvisar att det finns ett kompetensbehov inom human service-organisationer i Västerviks kommun som främst präglas av intellektuella och sociala kompetenser. De intellektuella kompetenser som personalen behöver för att behärska arbetsmoment och situationer i det dagliga arbetet var formell utbildning och olika specialkompetenser i relation till sitt yrkesområde. Sociala kompetenser om hur personal agerar i relation till andra. Bemötande är andra framträdande kompetenser som nämns. Framtida behov av kompetens följer dagens framställningar dock betonas behoven att påverkas av personal bortfall samt lag- och uppdragsförändringar. I studien framkommer det att högskoleutbildade socialpedagoger är mest förekommande inom verksamheter som främst bedriver förändringsarbete med arbetsuppgifter som handläggning och utbildning. Det visar sig att socialpedagoger och socialpedagogiken har en plats inom human service-organisationer eftersom socialpedagogiken i sig är till för att anpassas efter behovet som efterfrågas i samhället inom socialt arbete. / The study aims to investigate and analyze skills required within the various municipal human service organizations, including social pedagogues working in Västervik. My study would also examine the activities within college-educated social pedagogues working today and what skills they have and what skills are suitable for working in human service organizations in Västervik. This study strives to be a support to prepare human service organizations in Västervik facing any challenges in future recruitment of existing and new skills. At the same time, I want to strengthen the knowledge of social pedagogues. The study consists of both a quantitative and qualitative study. The empirical data were collected through a questionnaire and group interviews with people who have employee and operational responsibilities within various human service organizations in Västervik. The results of my study indicate that there is a skills needs in human service organizations in Västervik mainly characterized by intellectual and social skills. The intellectual skills that staff need to master tasks and situations in the daily work were formal education and various special competences in relation to their professional field. Social skills of how personnel act in relation to others. Responding is the second prominent competencies mentioned. Future skills demand follows today's petition, however, emphasized the need to be affected by staff losses and legal and mission changes. The study shows that college-educated social pedagogues are most abundant in activities primarily engaged in change management with duties in the management and training. It turns out that social pedagogues and social pedagogy has a place in human service organizations as social pedagogy in itself is to be adapted to the needs that society demands of social work.

The aim of this study is to investigate two Reggio Emilia-inspired preschools. The study intends to investigate how a pronounced co-researching pedagogue role affects preschool teachers’ didactic approach, planning and implementation. Three preschool teachers were interviewed in order to make visible their way of perceiving and defining the co-researching pedagogue role. Activities within the field of science were also  observed in order to examine the practical application of this teacher role. Science as a subject has been chosen based on previous research and to create a mutual and solid base for the study. The research questions are formulated as: What defines a co-researching pedagogue according to the preschool teachers? How do preschool teachers describe their co-researching attitude in relation to children’s learning in science activities? How do preschool teachers interact with children, materials and the environment during the implementation of these activities? The essay uses a triangulation of two qualitative methods – interviews and observations. The results, which derives from a phenomenographical analysis as well as an analysis on concepts of developing pedagogy, shows that children’s interests plays an important part in teachers planning and implementation. The results also show that this specific teacher role is based on a pluralistic view on knowledge. One of the conclusions is that the teachers' attitudes create favourable conditions for children's learning in general, even though the opportunities to teach children subject-specific knowledge are not always administered.

The master's theses are meant as a monography, that informs about an important personality of the cultural life in Olomouc, doc. PhDr. Zdeněk Fridrich CSc. He made a large impact within the field of historical organ building in Moravia, where he presented the organs and made a case for the necessity of their renewal. His publications are renowned publicly both domestically and internationally. Next, he dealt with composition and created a complex work. He wrote vocal and instrumental compositions ranging from small chamber ensembles to pieces for a symphony orchestra. Not of lesser importance was his pedagogical activity. Zdenek Fridrich taught at the Institut for Music Pedagogy on the Pedagogical Faculty of Palacký University in Olomouc for thirty years where he pedagogically influenced the profiles of many graduates, that have become successful in the musical praxis. Part of this thesis is a CD with examples of Zdenek Fridrich's works.

The aim of my thesis was to compare the attitudes of school management to ensure smooth transfer of children from pre-school to primary education, and to compare these approaches in urban and rural schools. The work consists of theoretical and research. Both these parts are designed to provide answers to questions about managing process of adaptation to different types of schools. The theoretical part is devoted to the general management. It deals with the concepts of management, managerial functions, adaptation, communication, etc. Specifies the position of the school as an organization. Describes the issue of school readiness of children coming into primary education. The research part is looking for answers to research questions related to the issue management process of adaptation. The final section is devoted to evaluation of the data and suggests ways to address the prevention of adaptation problems arising from the management process of adaptation of pupils in first class. KEY WORDS: Management, adaptation, adaptation problem, pedagogue, communication

The aim of this study is to explore the way teachers in pree-school are relating to and working with pre-schoolers in concentration difficulties in the indoor environment. We have chosen to study if pedagogues are working in a way where they are trying to help the children or if they are considering concentration difficulties as existing within the child. In that way we will become aware if the teachers are working in a way where the child are considered as a child in concentration difficulties or as a child with concentration difficulties. The method used in this study is qualitative interviews consisting open ended questions where total of five pedagogues took part. The questions posed in the study are: • How do educators relate to children in concentration difficulties? • What importance does the indoor environment have on children in concentration difficulties? • What importance does society have on pre-school teachers' work on children's ability to concentrate? Bronfrenbrenner´s theory and Malaguzzi´s philosophy will be the root of this study. By this philosophy and theory, the meaning of a pedagogic environment and the child´s background will be seen. This study will lift the meaning of a committed pedagogue who can create a meaningful environment that helps the kid to concentrate. This exploration will also show the need of normalisation of differences and a working way against the norms and valuations of the society. The analysis of the results show that the teachers thinks that an open way to work with children in concentration difficulties is meaningful. In this way the teachers can find a way to help the children by creating environments which works for every child. What the teachers did not think about were that an opened way to work means no expectations on the children. By working without expectations means a working way free from the society’s norms and valuations but that it shows it their work from time to time.