<p>We came across the discussion about the so-called duty to report (14 kap 1 § SoL) and we found some previous research, showing that preschool teachers are hesitant to report, and that they want real evidence that children are being mistreated, even though the duty to report clearly states that they have to report as soon as they <em>suspect</em> that a child is being mistreated. Our purpose became to study what tendencies and conditions preschool teachers and principals, placed in the municipalities of Hässleholm and Kristianstad, have to fulfil their duty to report according to the social services act, when there is a well founded suspicion that a child is being mistreated.  We split the purpose into the following research questions:</p><p> </p><p> </p><ul><li> Do local guidelines about how preschool teachers should act when suspecting that a child is being mistreated exist, and are they being followed? To what degree does the staff has knowledge about these guidelines? </li><li>How do preschool teachers experience the treatment from colleagues, principals and social welfare officers when they´ve done or wanted to do a report? </li><li>How do preschool teachers experience the reactions of a report from custodians?</li></ul><p> </p><p>We did conversational interviews with two principals, one from the municipality of Hässleholm, and one from the municipality of Kristianstad. We also made focusgroup interviews with the staff, three persons each from one of their respective preschools. Our conclusion is that preschool teachers are unwilling to report mistreatment. They prefer to, together with the principal and other professional people in the municipality, attempt to solve the problems within the organization of the school. The teachers do not stand behind the report themselves, instead it´s the principal. Unless the principal, who´s not always around to see the children in first-hand, thinks that a report should be made, a report will not be done.  We also have seen that the view on reports is homogenous for all the staff within the same workgroup. The staff affects each other, thus creating a norm telling them how to act in situations concerning a mistreated child.</p><p><strong> </strong></p>

No description available.

<p>För att undersöka vad barn tror händer med ett äpple som fallit till marken har jag gjort kvalitativa intervjuer på två förskolor med sexton barn födda 2003. Jag genomförde även skriftliga och muntliga intervjuer med några pedagoger på förskolorna. Mitt syfte var att undersöka barns föreställningar om nedbrytningsprocessen och jämföra dessa mellan avdelningarna för att se om pedagogerna har påverkat barnens föreställningar genom sin inställning till att arbeta med nedbrytningsprocessen.</p><p> </p><p>Intervjuerna visade att barnen inte har så utvecklade föreställningar om nedbrytning. De flesta tror att äpplet ruttnar och/eller blir helt uppätet av djur. Längre än så har de inte kommit i sitt tänkande. De vet inte hur äpplet ruttnar och det minsta djur de nämnde som äter äpplen var myror. Pedagogerna hade olika inställningar till att arbeta med nedbrytning i förskolorna men jag kan inte se att det har påverkat barnens svar. Inte heller kan jag se någon större skillnad på barnens föreställningar mellan de två förskolorna och dess avdelningar.</p><p> </p> / <p>In order to find out what children believe happens to an apple that has fallen to the ground I have interviewed fifteen children born 2003 in two pre-schools. I have also interviewed some of the pedagogues in both pre-schools. My purpose was to find out the children’s conceptions about the decomposition process and compare them between the departments to see if the pedagogue’s had affected the children’s conceptions by their attitudes towards working with the decomposition process.</p><p> </p><p>The interviews showed that the children don’t have such developed conceptions about the decomposition process. Most of them knows that the apple gets rotten or eaten up by animals. This is how far they have thought. They don’t know how apples get rotten and the smallest animal eating apples they mention were ants. The pedagogues had different concepts about working with the decomposition process in pre-schools but I can’t see that it has affected the children’s answers. Neither can I see any bigger different in the children’s ideas between the two pre-schools and their departments.</p>

<p>Denna uppsats handlar om bildsamtal med förskolebarn, där de pratar om sina egna bilder samt konstnärers verk. Syftet med undersökningen är att jag vill veta hur sådana samtal kan te sig i praktiken.</p><p>Som metod vid undersökningen har jag använt mig av en kvalitativ undersökning genom bildsamtal. Detta för att det inte är det man vet eller tror sig veta innan som är viktigast, utan det är erfarenheterna man får genom undersökningen som är väsäntligt. Detta visar två olika former av bildsamtal där samtal om konstbilder är det ena och samtal om barnens egna bilder är det andra.</p><p>Slutligen kan man se att de abstrakta konstbilderna gav mer i tolkningarna vad det gäller barnens fantasi. När barnen berättade om sina egna bilder kunde de berätta om dem på ett sätt som gav innehållet mening.</p><p>Nyckelord: Bild, förskola, konst, samtal</p> / <p>This composition describes pre-schoolchildrens conversations about artpictures and their own painted pictures. The object with the investigation is that I want to know how these conversations works when they are put into practice.</p><p>The method used at the investigation, is a form of qualitative interviews. They are showing two kinds of conversations about pictures. The first is about artpictures, and the second is about the childrens own paintings.</p><p>Finally it can be read out from the interviews that the abstract art gave more for the childrens imaginative interpretations. When they spoke about their own paintings they could tell about them in a way that gave the pictures meaning.</p>

The aim of this study is to generate new knowledge of the educationalpractice of a pre-school and of how it may contribute to the understandingof doing gender. The ethnographic study examines the place and practiceof a Steiner Waldorf pre-school, and it focuses specifically on materiality,age, spirituality and the intentions of the pre-school teachers. Fieldworkhas been conducted for a period of one and a half years in one pre-school.The methods used are mainly participant observation and interviews withthe pre-school teachers. The results highlight the importance of the materialand spatial dimensions of the pre-school for the constitution of children’sgender. The concepts of performativity and ritualization have beenused as the main analytical tools. The study draws on the scope of theseconcepts as understood by Judith Butler and Catherine Bell. On the basis of the analysis of the empirical material, a theoretical concept,situated decoding of gender, is suggested. It is argued that what atfirst glance can be interpreted as a ‘female universe’, turns out to be a placewhere gender is made non-relevant through an unintentional, yet powerfulongoing process of naturalization. The situated decoding of gender is madepossible because of certain features in this pre-school. Firstly, a repetitivestructure characterizing educational practice has been observed. This isbased on a principle of rhythm reciprocally related to the alternations betweencontinuity and change. Secondly, there is a clear spatial and materialdemarcation that the study argues makes the pre-school an enclosed space,in the sense of being a place of nurturing and protection, where the boundariesbetween home and pre-school are maintained. Thirdly, the performativeforce of the ritualized preschool practices further enhances the decodingof gender. The ritualization highlights and supports the spiritual dimensionin the pedagogy, which sidelines the doing of gender. Fourthly, theteachers contributed to the decoding of gender through the consistency oftheir everyday actions.

We came across the discussion about the so-called duty to report (14 kap 1 § SoL) and we found some previous research, showing that preschool teachers are hesitant to report, and that they want real evidence that children are being mistreated, even though the duty to report clearly states that they have to report as soon as they suspect that a child is being mistreated. Our purpose became to study what tendencies and conditions preschool teachers and principals, placed in the municipalities of Hässleholm and Kristianstad, have to fulfil their duty to report according to the social services act, when there is a well founded suspicion that a child is being mistreated.  We split the purpose into the following research questions:     Do local guidelines about how preschool teachers should act when suspecting that a child is being mistreated exist, and are they being followed? To what degree does the staff has knowledge about these guidelines? How do preschool teachers experience the treatment from colleagues, principals and social welfare officers when they´ve done or wanted to do a report? How do preschool teachers experience the reactions of a report from custodians?   We did conversational interviews with two principals, one from the municipality of Hässleholm, and one from the municipality of Kristianstad. We also made focusgroup interviews with the staff, three persons each from one of their respective preschools. Our conclusion is that preschool teachers are unwilling to report mistreatment. They prefer to, together with the principal and other professional people in the municipality, attempt to solve the problems within the organization of the school. The teachers do not stand behind the report themselves, instead it´s the principal. Unless the principal, who´s not always around to see the children in first-hand, thinks that a report should be made, a report will not be done.  We also have seen that the view on reports is homogenous for all the staff within the same workgroup. The staff affects each other, thus creating a norm telling them how to act in situations concerning a mistreated child.

No description available.

Teaching in pre-school usually takes its starting-point in children’s reality and curiosity. Apart from that it has also been important to take contains of a special subject under consideration, for example development of language and communication or mathematics development. The purpose of this study was to investigate how natural science as a special subject in pre-school education is expressed by five trainee teachers when they teach children at the age of 2-7. Generally the study focuses on the students’ teaching actions as well as their line of argument about their teaching and the choices they have to make. More specific the study focuses on the goal and important perspectives in young children’s natural science education, from the students’ point of view. Observations and interviews were carried through during the students’ last period of practical training in five different pre-schools. Natural science as a subject was predetermined but the students were free to choose any contain within the subject. The study is inspired by hermeneutic research, mainly in the procedure of analyzing the students’ expressions and statements. The results show that the trainee teachers have different goals with their science teaching. The purposes for individual learning focus on the subject, the individual child and/or the society in a more wide perspective. The students also have purposes for the pre-school activity which they express as taking the starting point in children’s experiences, interest, specific conditions and letting the children have fun during learning. The two perspectives “The Child or the Subject” became of special interest. The trainee teachers made their teaching choices from the child’s point of view and also from the natural science subject. These perspectives were used in a mix by the students, and even if their first focus was at the subject they immediately took the child’s interest under consideration. / Undervisning i förskolan utgår av tradition från barnens verklighet och nyfikenhet. Under de senare åren har undervisningen också kommit att fokusera på innehållet. Syftet med föreliggande kvalitativa studie var att undersöka hur naturvetenskap i ett didaktiskt perspektiv kommer till uttryck när fem lärarstudenter undervisar barn i åldrar 2-7 år, och efteråt resonerar kring undervisningen. Intressant var vilka mål de hade samt vilka perspektiv som blev viktiga att utgå ifrån i undervisningen. Observationer och intervjuer genomfördes under studenternas sista verksamhetsförlagda utbildning (termin 7), då de undervisade kring något eget valt naturvetenskapligt innehåll. Deltagarna har alla läst inriktningen ”lärande i tidiga åldrar” och får behörighet att undervisa barn i förskolan och grundskolans första år. Studien är inspirerad av den hermeneutiska forskningsansatsen, och genom ett analysförfarande som bygger på tolkning av deltagarnas uttryck och utsagor har skilda mål och perspektivval vuxit fram ur datamaterialet. Resultatet visar att de val deltagarna gör kan vara riktade mot individuella lärandemål utifrån tre perspektiv. Målen kan vara ämnesfokuserade, individfokuserade eller samhällsfokuserade. Valen kan också vara riktade mot mål för verksamheten och då innebära att det måste vara roligt, undervisningen måste utgå från barnets intresse och förutsättningar samt från barns erfarenheter. Även om verksamhetsmålen verkar samstämmiga har de ibland skilda innebörder för studenterna. Det är tydligt att lärarstudenternas undervisning utgår både från barnet och från ämnet. Resultatet belyser hur lärarstudenterna förutom de naturvetenskapliga målen också har mål som är mer allmänna, till exempel tematiskt, ämnesövergripande och värdemål som att vänta på sin tur och att visa hänsyn. I studien kallas detta för ämnesdidaktisk respektive allmändidaktisk preferens. Resultatet visar inte på preferenser som kan knytas till personer. Det visar sig att även om ämnet ibland har första preferens så tas det direkt hänsyn till de individer som skall undervisas. Det förekommer inte vid något tillfälle att studenterna både planerat och genomfört utan att ta hänsyn till de barn eller den barngrupp de undervisar. I diskussionen belyses bland annat resultatet ur ett styrdokumentsperspektiv samt vilka konsekvenser resultatet kan få för lärarutbildningen.

Syftet var att undersöka förskollärares tolkning av begreppet mobbning samt undersöka hur de arbetar för att förebygga mobbning bland barnen i förskolan och i förskoleklassen.                                                                                     I läroplanerna, Lpo94 och Lpfö98, nämns vikten av att arbeta för att barnen och eleverna ska känna trygghet i skolan. Detta är ett viktigt ämne som är ständigt aktuellt.                                                                                                          Valde att undersöka förskollärarnas uppfattningar genom en enkätstudie. Delade ut 50 enkäter till förskollärare fördelade på 11 förskolor och 5 förskoleklasser. Bortfallet blev 18 stycken.                                                                   Resultatet visar att de arbetar kring frågor som rör mobbning bland barnen på varierande sätt. Endast ett fåtal nämnde likabehandlingsplanen som ett redskap i detta arbete.                                                                                           Nästan hälften av de förskollärare som svarade på enkäten upplever att de inte har den kunskap/utbildning som behövs för att de ska kunna arbeta med att förebygga mobbning på ett för dem tillfredsställande sätt. Resultatet av denna studie visar även att de åtta program som presenteras i boken ”På tal om mobbning – och det som görs” som gavs ut av Skolverket under 2009 är okända för förskollärarna i stor utsträckning. / The purpose was to investigate preschool teachers interpretation of the concept of bullying and examining how they work to prevent bullying among children in kindergarten and preschool classes. The curriculum, Lpo94 and Lpfö98, mentions the importance of working for children and students to feel safe at school. This is an important topic that is constantly up to date. Chose to investigate preschool teachers perceptions through a survey study. Handed out 50 questionnaires distributed to school teachers in 11 kindergartens and 5 preschool classes. The loss was 18 pieces. The result shows that they are working on issues related to bullying among children in different ways. Only a few mentioned the treatment plan as a tool in this work. Almost half of the preschool teacher respondents feel they do not have the skills / education needed for them to work to prevent bullying satisfactorily for them. The results of this study also shows that the eight programs outlined in the book “På tal om mobbning – och det som görs” which was issued by the School Board in 2009 is unknown to the preschool teachers to a great extent.

Denna uppsats handlar om bildsamtal med förskolebarn, där de pratar om sina egna bilder samt konstnärers verk. Syftet med undersökningen är att jag vill veta hur sådana samtal kan te sig i praktiken. Som metod vid undersökningen har jag använt mig av en kvalitativ undersökning genom bildsamtal. Detta för att det inte är det man vet eller tror sig veta innan som är viktigast, utan det är erfarenheterna man får genom undersökningen som är väsäntligt. Detta visar två olika former av bildsamtal där samtal om konstbilder är det ena och samtal om barnens egna bilder är det andra. Slutligen kan man se att de abstrakta konstbilderna gav mer i tolkningarna vad det gäller barnens fantasi. När barnen berättade om sina egna bilder kunde de berätta om dem på ett sätt som gav innehållet mening. Nyckelord: Bild, förskola, konst, samtal / This composition describes pre-schoolchildrens conversations about artpictures and their own painted pictures. The object with the investigation is that I want to know how these conversations works when they are put into practice. The method used at the investigation, is a form of qualitative interviews. They are showing two kinds of conversations about pictures. The first is about artpictures, and the second is about the childrens own paintings. Finally it can be read out from the interviews that the abstract art gave more for the childrens imaginative interpretations. When they spoke about their own paintings they could tell about them in a way that gave the pictures meaning.