The theoretical part of this Diploma Thesis is attend to matter of body posture and diagnose of it, problematic of body balance and possibilities of preventive medical equalize excercising. The Research part of this Diploma Thesis is attended to physical testing of the body posture and body balance. The tests results are proving the rightness of the Excercising Plan, which has as an object to affect the right body posture of pre-school children and also improve their body balance by regular Excercising on a Balance balls as an important sphere of the right body posture. Key words Body Posture Body Balance Posture system Balance Ball Pre-school age

The Master Degree Thesis focuses on the issue of pre-reading literacy and ways of its possible development in childhood. Its starting point is the fact that time devoted to reading aloud to children as well as encouraging them in playing with books is vital for their development and should be an inseparable part of a language learning process. The Thesis points at the imporant role of parents as well as kindergarten teachers in the process. Project "Every Czech Reads to Kids" is introduced. The aim of the last chapter is to show the educational process in the field of pre-reading literacy in particular Czech kindergartens. Role of parents is discussed, too.

Thesis (M. Tech. - Food Service Management, Dept. of Hospitality, Tourism and PR management)--Vaal University of Technology / Malnutrition amongst pre-school children age two-to-five-years is a growing world-wide concern. This is mainly due to poverty, diseases and inadequate dietary intake. Malnourished children are also a problem in South Africa. Pre-schools play an important role in the prevention of malnutrition because most young children consume about two thirds of their food and therefore their daily nutritional intake at the pre-schools. There are various factors that affect a child's nutrition in pre-schools, such as food choices, meal plans, the environment and the nutritional knowledge of the caregivers. Pre-schools can only fulfill this responsibility through the proper nutritional knowledge and training. The nutritional education and knowledge of food service assistants/caregivers are very important, because they compile the meal plans and menus for pre-schools. The objectives of this study were to evaluate a Nutrition Education Programme (NEP) to address the lack of nutritional knowledge of service assistants/caregivers who plan the menus in pre-schools in terms of existing menu content and food choices required for children between two to five years of age and by using the existing menus and food choices applied to make recommendations for nutritional skills training. Also in terms of basic nutrition, health and safety, to recommend more appropriate alternatives acceptable to children between two to five years of age. Lastly to integrate recommendations for nutritional skill training with regard to the alternative meal plan, eating habits and food choices for the menu through a NEP that would be implemented and evaluated. The study design was a combination of an exploratory and quantitative-descriptive research design in the form of a survey. A pilot study was used mainly to test the nutrition knowledge questionnaires for content validity. The study population of this research project was randomly selected pre-schools chosen from the Eatonside informal settlement. Procedures for data gathering and the different methods used for data analysis were divided into four phases. Descriptive statistics were used to determine the percentage of pre-schools who answered the questions correctly for selected nutrition knowledge, portion sizes questions and menu planning, as well as food safety and health. Paired t-tests were carried out to measure the statistically significant difference (pS0.05) before and after the implementation of the NEP. The results of the t-test indicate that only nine of the questions in the post-test questionnaire showed a confidence interval of the difference. There is statistical significance in these questions through either increase or decrease. It can be concluded that the Nutrition Education Programme (NEP) was successful, but that more training is needed due to the limitations experienced. The menu analysis tested the respondent's menus in terms of the average daily nutrient intake level given to the pre-school children. The data of the pre- and post-test menus were then compared to EAR in order to determine any change in the menus nutritional values after the NEP was completed. The results showed that there were differences in the post-test results that both decreased and increased.

The thesis is focused on the development of speech and non-speech areas in pre-school children in terms of special pedagogy and the thesis is divided into two main parts - theoretical and practical part. The second part is composed of a research investigation and its goal is to analyse speech and non-speech areas in pre-school children. The first chapter of the theoretical part introduces a preview into pre-school age. This part is also focused on education in nursery school and school readiness and enrolment in the first grade. The second chapter examines every single detail of non-speech areas in pre-school children and describes their development of speech like gross and fine motor skills, graphomotor skills, drawing, laterality, visual and auditory perception, thinking, memory, mathematical ideas, space and time perception, fantasy, play, self-service, independence and last but not least social skills. The last chapter is devoted to speech areas mainly the development of speech in pre-school children, issues of bilingualism and trilingualism, disorders of communication skills, logopedic intervention in nursery school. The second part of this chapter is composed of a qualitative research by means of using qualitative methods like participating and non-participating observation, semi-structured...

Introdução: Durante a infância, os relacionamentos que as crianças estabelecem entre si são fundamentais para o desenvolvimento de autorregulação, para a construção de interações saudáveis com os outros e para a promoção de aprendizagens diversas. A literatura tem apontado preocupação com as consequências das dificuldades duradouras e crescentes nas relações entre crianças. O presente estudo que se apresenta como uma avalição das necessidades no ciclo de pesquisa em prevenção teve como objetivo geral realizar uma avaliação funcional sobre os comportamentos de pré-escolares expressos nas interações com seus pares e seus professores. Método: Estudo avaliativo misto. Setenta e sete crianças com idades entre quatro e cinco anos de idade participaram da pesquisa, sendo correspondente a quatro turmas de uma escola municipal de educação infantil, localizada no sudeste do estado de São Paulo. Para verificar o status social dos participantes, foi realizada a entrevista sociométrica por nomeação, individualmente, na qual foi solicitada a indicação de três colegas de turma que a criança entrevistada escolheria para brincar (nomeações positivas) e outras três que não escolheria para brincar (nomeações negativas). Para cada nomeação, foram solicitados os motivos para tal escolha. As crianças com maiores pontuações padronizadas em cada categoria foram selecionadas para observação; os comportamentos declarados como motivos para as nomeações positivas e negativas sendo observados. Resultados: A maioria dos participantes do estudo foi classificada como mediana (43%), seguida por rejeitada (15%) e popular (14%), sendo que controversa teve o menor índice (5%). A categoria negligenciada foi nula e 21% das crianças não foi categorizada. A justificativa mais citada para as nomeações positivas foi a parceria, já para as nomeações negativas foi a agressão. As hipóteses funcionais levantadas para os comportamentos positivos, de maneira geral, é que esses eram reforçados positivamente a partir da aproximação e da interação com os pares, além da atenção (em forma de elogios) obtida pela professora. Em relação aos comportamentos negativos, de maneira geral, é que esses eram reforçados positivamente pela atenção obtida pela professora e/ou pares e reforçados negativamente com a retirada e/ou diminuição da situação aversiva (por exemplo: bronca da professora). Conclusão: As avaliações funcionais dos comportamentos entre pré-escolares podem contribuir no delineamento de futuras intervenções promotoras de relacionamentos interpessoais positivos na educação infantil / Introduction: During childhood, the relationships that children establish among themselves are fundamental for the development of self-regulation, building healthy interactions with others and promoting diverse learning. The literature has been concerned with the consequences of enduring and growing difficulties in the relations between children. This study, which presents itself as an assessment of needs in the prevention research cycle, aimed to formulate functional hypotheses about the behaviors of preschoolers expressed in interactions with their peers and teachers. Method: Mixed evaluation study. A total of 77 children aged four to five years of age, was enrolled in the study, corresponding to four classes of a public school of the early childhood education, located in the southeast of the state of São Paulo. In order to verify the social status of the participants, a sociometric interview was conducted by appointment, individually, in which it was requested to nominate three classmates he would like to play with (positive appointments) and three others he would not choose play (negative nominations). For each appointment, the reasons for such nomination were requested. The children with the highest standardized scores in each category were selected for observation. The behaviors declared as reasons for positive and negative nominations being observed. Results: Most of the participants in the study were classified as median (43%), followed by rejected (15%) and popular (14%), being that controversial (5%) had the smallest index. The neglected category was null and 21% of the children were not categorized. The most cited justification for positive nominations was partnership, and for negative nominations was aggression. The functional hypotheses raised for positive behaviors, in general, is that they were reinforced positively from the approach and interaction with the peers, in addition to the attention (in the form of compliments) obtained from the teacher. Regarding negative behaviors, in general, is that they were reinforced positively by the attention obtained from the teacher and / or peers and reinforced negatively with the withdrawal and / or decrease of the aversive situation (for example, to be told off by the teacher). Conclusion: Functional evaluations of behaviors among preschoolers may contribute to the design of future interventions promoting positive interpersonal relationships in early childhood education

A presente pesquisa se propôs a indagar que conhecimentos sobre a língua escrita tinham crianças provenientes de famílias de baixa renda, com escasso contato com livros e leitores no seu entorno extraescolar, ao final da etapa pré-escolar, e em que medida tais conhecimentos poderiam estar relacionados a duas propostas didáticas diferentes. As escolas foram selecionadas em periferias urbanas consideradas de alta vulnerabilidade quando comparadas com outras regiões dos mesmos municípios. Além desse critério de seleção da amostra, procuraram-se pares de instituições com perspectivas contrastantes no que concerne às possibilidades de acesso oferecidas para o ingresso das crianças pequenas nas culturas do escrito. As quatro escolas selecionadas, após análises preliminares, foram organizadas em dois grupos: de um lado, aquelas que propunham práticas de ensino pautadas na apresentação gradual e sequenciada de letras e atividades de cópia (Escolas X) e, de outro, pré-escolas que consideravam a língua escrita como um objeto cultural com o qual as crianças interagiam exercendo diversas práticas sociais de leitura e escrita em distintos contextos de uso, ao mesmo tempo em que tinham possibilidades de apropriar-se das particularidades do sistema de escrita alfabético (Escolas Z). Foram propostas a 60 crianças, com idade média de 6 anos, de ambos os sexos, a resolução de algumas tarefas: escrita do nome próprio e de uma lista de palavras do mesmo campo semântico; leitura de títulos de história em uma série de subtarefas encadeadas com diferentes graus de contextualização; exploração de livros informativo e literário; omissão do primeiro fonema de uma lista de palavras, apenas de forma oral, e conhecimento de letras em um teclado de computador. Os dados obtidos mostraram que em todas as tarefas propostas o grupo das Escolas Z obteve melhores resultados quando comparado ao das Escolas X, sendo que, em algumas, essa diferença mostrou-se expressiva. A análise qualitativa sugere que essa regularidade nos resultados é de especial interesse uma vez que os conhecimentos das crianças sobre a língua escrita, bem como os procedimentos por elas utilizados, podem ser vinculados com as diferentes propostas didáticas envolvendo a leitura e a escrita das quais tiveram a oportunidade de participar. Foi possível concluir que as crianças de todas as escolas possuíam diversos conhecimentos sobre a escrita e tiveram contato sistemático com a linguagem escrita e com textos diversificados. Contudo, a oportunidade que as crianças tiveram de escrever segundo suas possibilidades, de interpretar o escrito, trocar com pares e receber ajuda de docentes que conhecem a especificidade da construção inicial da escrita, promoveu maiores aprendizagens acerca da língua escrita, do que as atividades de cópia e treino de habilidades perceptivo-motoras. Consideramos que esta pesquisa pode vir a fornecer novos elementos para compreender e caracterizar as propostas didáticas de leitura e escrita vigentes na Educação Infantil e fornecer dados que poderão contribuir para alimentar os debates atuais acerca de quem é e o que sabe essa criança que, desde 2010, chega aos 6 anos de idade nas salas de 1º ano do Ensino Fundamental de nove anos. / The purpose of this research is to investigate the knowledge about written language that children from low income families, and scarce contact with books and readers in their environment out of school, have at the end of pre-school, and to which extent such knowledge may be related to two different pedagogies proposals. The selected schools were located in urban outskirts and considered highly vulnerable when compared to other regions within the same city. In addition to this selection criterion, the samples comprehend pairs of institutions with a contrasting outlook regarding the possibilities of access offered to young children in their contact with the writing cultures. After preliminary analyses, the four selected schools were organized in two groups: those which advocated teaching practices guided by the gradual and sequential presentation of letters and copying activities (X Schools) on one hand, and pre-schools which considered the writing language to be a cultural object with which children interacted through diverse reading and writing social practices in different usage contexts, while pondering upon the characteristics of the alphabetic writing system, on the other hand (Z Schools). Several tasks were assigned to 60 children, approximately 6 years old, of both genders: writing of their own names and a list of words within the same semantic field; reading story titles in a series of enchained sub-tasks with different degrees of contextualization; exploring informative and literary books; omission of the first phoneme of a word list, just orally, and knowledge of the letters on a computer keyboard. In all tasks proposed, the data showed that group Z achieved better results when compared to X schools; and it is worth noting that in some tasks such difference was rather significant. The qualitative analysis suggests that such regularity of results is of particular interest since the knowledge children have of and about the written language, as well the means they employ to learn may be related to the different pedagogical proposals involving the reading and the writing that they had the opportunity to take part. It was possible to conclude that children in all the schools had acquired knowledge about writing and had had systematic contact with the written language and with many different texts. However, the opportunity that the children had to write according to their skills, to interpret the written text, to exchange with peers and to be helped by the teachers who know the specificity of the initial construction of a written, produced greater learning about the written language than the activities of copying and training perceptual and motor skills. We believe that this research may ultimately provide new elements to understand and characterize the teaching proposals of reading and writing in force in Childrens Education and provide data that can help to feed the current debates in connection with who this child is and what this child, who begins the 1st of the nine-year Elementary School, actually knows.

The purpose of this study is to investigate if pedagogues treat children differently, depending on the children's sex. In the study, interviews are made with pre-school pedagogues about their thoughts on gender education in pre-school. The research questions are as follows:  How do the pedagogues treat children depending on their sex in some pre-selected situations in pre-school? What do the pedagogues think about gender education in pre-school?  How do their reasoning about gender education differ from how they treat girls and boys in their every day practice? In total nine observations and six interviews have been made in order to analyse these questions. During the observations we wrote down keywords, and we used audio recording to record the interviews. The overall theoretical framework is based on Yvonne Hirdman's work on gender theory. The results of this study show, that the pedagogues on numerous occasions do not treat girls and boys equally. All pedagogues, however, say that they either treat girls and boys equally, or that they hope that they treat girls and boys equally. A conclusion in the study is that the reality of the pedagogues’ treatment of children of different sexes, is not compatible with the pedagogues’ perspective of how they treat the children

Made available in DSpace on 2016-07-27T13:52:15Z (GMT). No. of bitstreams: 1 MARIA CRISTINA DAS GRACAS DUTRA MESQUITA.pdf: 655908 bytes, checksum: 62205de8f1471030e5dbdff3e00c7c1b (MD5) Previous issue date: 2005-09-02 / Since the publication of LDB 9.394./96, guidelines which deal with Brazilian educational policy and which include Pre-school Education as an integral part of Primary Education, the question of supply and demand has been observed in this level of education. This research arose when we realized the necessity of a greater understanding of the Public Policy for Primary Education, of which Pre-school Education is a part. It is our intention to discover to what point the service to children up to six years old has been implanted and how Pre-school Education is progressing in the towns of Goiânia, Catalão, Ipameri, Palmeiras de Goiás e Urutaí in the state of Goiás, using finance as the basis of analysis. On the basis that the reality is understood from the totality, we used the historic dialectic method to provide the guidelines for this research. Thus, we analyzed the financing of Primary Education and how Pre-school Education is being catered for. We worked with quantative research as one of the instruments to understand the reality objectively. However, to facilitate interaction the results were analyzed qualatively. Descriptive studies allowed us to collect data on the availability of Pre-school Education; in the same way that bibliographical studies contributed to the arguments as to the importance of Pre-school Education for the cognitive formation of the children and for the process of their development. The theoretical basis of this research is provided by works of Kramer, Barbosa, Karl Marx, Saviani, Brzezinski, Philippe Áries, Sofia Lerche, Vygotsky, Piaget, Enguita e Perry Anderson, among others. The research is presented in three chapters. In the first Pre-school Education: historical and psycho-pedagogic aspects we deal with questions involving the battle for access to Preschool Education and its importance in the development and learning of the pupils. In the second The policy for Pre-school Education: a project in the making we speak of the policy of finance for Pre-school Education, how and why Fundef (the Fund for Primary Education) was set up and the logic that permeates it, as well as governmental norms for the financing of Pre-school Education and the contradictions present inside governmental discourse. In the last chapter Analysis of the Data we move on to the qualitative analysis of the data obtained about the five towns, returning to the importance of the National Education Plan, as the legal and legitimate instrument which defend the raising of the level of schooling of the population and the improvement in the quality of teaching in the country. In spite of the battle, Brazilian society has still not won a specific budget for the financing of education for children under six, even though Pre-school Education is part of the obligatory National Primary Education. Therefore this question is one of the contradictions in Brazilian education which must be overcome in the fight of Brazilian workers. / Desde a publicação da LDB 9.394/96, que trata da política educacional brasileira, incluindo a Educação Infantil como parte integrante da Educação Básica, que vimos observando a questão da oferta e da demanda deste nível de ensino. Esta pesquisa surgiu no momento em que detectamos a necessidade de compreender melhor as políticas públicas para a Educação Básica, da qual a Educação Infantil faz parte. É nossa intenção verificar até que ponto tem sido realizado o atendimento às crianças na faixa etária de 0 a 6 anos e como se dá a Educação Infantil nos municípios de Goiânia, Catalão, Ipameri, Palmeiras de Goiás e Urutaí localizados no Estado de Goiás,tendo como referência de análise o financiamento. Entendendo que a realidade se compreende a partir da totalidade, vamos buscar no método histórico dialético as diretrizes para esta pesquisa. Assim, analisamos a política de financiamento para a Educação Básica como também a inserção da Educação Infantil. Trabalhamos com a pesquisa quantitativa como um dos instrumentos para compreender a realidade objetiva e facilitar a interação, entretanto, submetemos os resultados obtidos à análise qualitativa. Os estudos descritivos nos possibilitaram levantar dados referentes à oferta da Educação Infantil; da mesma forma que os estudos bibliográficos contribuíram no alicerce da discussão sobre a importância desta etapa da educação na formação cognitiva da criança e no seu processo de desenvolvimento. A fundamentação teórica que sustenta esta pesquisa baseia-se dentre outros em Kramer, Barbosa, Karl Marx, Saviani, Brzezinski, Philippe Áries, Sofia Lerche, Vygotsky, Piaget, Enguita e Perry Anderson. A pesquisa apresenta três capítulos sendo que o primeiro A Educação Infantil: Aspectos Históricos e Psico-pedagógicos aborda questões que envolvem a luta pelo acesso à Educação Infantil e sua importância no processo de desenvolvimento e aprendizagem; o segundo A Política de Financiamento da Educação Infantil: um projeto em construção trata da política de financiamento para o Ensino Fundamental, como e por que o Fundef foi instituído e toda a lógica que o permeia, bem como as normativas governamentais para financiamento da Educação Infantil e as contradições presentes no interior do discurso governamental; no último O Desvelamento dos Dados procede-se à análise qualitativa dos dados obtidos sobre os cinco municípios, retomando a importância do Plano Nacional de Educação, enquanto instrumento legal e legítimo, que defende a elevação do nível de escolaridade da população e melhoria da qualidade do ensino no país. Apesar da luta da sociedade brasileira, ainda não se conquistou destinação orçamentária específica para o financiamento da educação destinada ao atendimento das crianças de 0 a 6 anos, embora a Educação Infantil faça parte da Educação Básica Nacional que tem caráter obrigatório. Portanto tal questão é uma das contradições da educação brasileira, que deverá ser superada pela luta dos trabalhadores e trabalhadoras brasileiros.

Made available in DSpace on 2016-07-27T13:52:29Z (GMT). No. of bitstreams: 1 Analia Cassia Goncalves de Souza.pdf: 626152 bytes, checksum: 7840c350875ab25efc675777e83b0c12 (MD5) Previous issue date: 2009-10-28 / This study aimed to analyze the effectiveness of undergraduate course in pedagogy in Universidade Estadual de Goiás, Inhumas, drive through the confrontation of theoretical and methodological guidelines for this course and pedagogical practice of teachers of Arts engaged in activities in pre-schools and public schools. It was directed to the following key questions: how is the pedagogical practice of teachers, who have the full undergraduate course in pedagogy in UEG Inhumas, and their work with art/education? What is the relationship between the knowledge in the programme of this university and the pedagogical practice of teachers who works with art/education? Is there any difference between the practice of teaching art of teachers that studied art in child education (Class VI) and the practice of teachers who did not study this discipline? It is considered authors who discuss the training of teachers as: Candau (1984); Cunha (1989,2004); Libâneo (1991,2001); Schultz (1995); Veiga (1997); Alarcão (1996); Nóvoa (1995) and authors indicated in art discipline program/education (Class VI of pedagogy), as Barbosa (1990); Cavalcante (1995); Fusari (1998); Ferraz (1999); Duarte J (1991),which gave theoretical contribution to try to answer the questions that have guided the search. Vygotsky s studies are the theoretical basis of the production of authors worked in art education and they are the key to better understand the subject of the research. It is considered a qualitative study because it is more relevant when it comes to understanding an educational phenomenon. Data collection was performed during the period from August to December 2008. The data were obtained through direct observations desk research, non-formal and informal and semistructured interviews and analyzed through content analysis. The analysis of material obtained showed no difference between the practices of teachers that studied art discipline in pre-school and the practice of teachers who did not study such discipline. The effects of the course of pedagogy at the UEG-Inhumas, are clear in the practice of teachers who work in child education and work with the contents of art education. The main contribution of this research was to reveal the need for greater investment in training and continuing training of teachers working in child education. / Este estudo teve por objetivo analisar a efetividade do curso de Licenciatura Plena parcelada em Pedagogia da Unidade Universitária de Inhumas mediante a confrontação das orientações teóricas e metodológicas desse curso e a prática pedagógica das professoras de Arte na Educação Infantil que exercem atividades em creches e escolas municipais de Inhumas. Foi direcionado para as seguintes indagações: Como se efetiva a prática pedagógica dos professores da Educação Infantil, que fizeram o curso de Licenciatura Plena Parcelada em Pedagogia na UEG Unidade de Inhumas, e trabalham com arte/educação? Qual a relação entre os conhecimentos trabalhados no programa Universidade para os Trabalhadores da Educação e a prática pedagógica dos professores que trabalham com arte/educação? Existe diferença entre a prática do ensino de arte dos professores do curso de Pedagogia que cursaram a disciplina Arte na Educação Infantil (Convênio VI) e a prática dos professores que não cursaram esta disciplina? Buscou-se em autores que discutem a formação de professores como: Candau (1984); Cunha (1989, 2004); Libâneo (1991, 2001); Schultz (1995); Veiga (1997); Alarcão (1996); Nóvoa (1995) e autores indicados no programa da disciplina Arte/Educação do Convênio VI do curso de Pedagogia, como Barbosa (1990); Cavalcante (1995); Fusari (1998); Ferraz (1999); Duarte Jr. (1991), aporte teórico para tentar responder as questões que nortearam a pesquisa. Os trabalhos de Vygotsky, por constituírem a base teórica da produção de autores trabalhados na disciplina Arte Educação, foram fundamentais para compreender melhor a prática dos sujeitos da pesquisa. Optou-se pela pesquisa qualitativa por ser considerada mais pertinente quando se trata da compreensão dos fenômenos educacionais. A coleta de dados foi realizada no período de agosto a dezembro de 2008. Os dados foram obtidos por meio de pesquisa documental, observações diretas não participantes formais e informais e entrevistas e analisados por meio de análise de conteúdo. A análise do material obtido revelou a inexistência de diferença entre a prática das professoras que cursaram a disciplina Arte na Educação Infantil e a prática das professoras que não cursaram a referida disciplina. Ou seja, que são tênues os efeitos do curso de Pedagogia Licenciatura Plena Parcelada (LPP), UnU - Inhumas na prática dos professores que atuam na Educação Infantil e trabalham com os conteúdos de Arte Educação. A principal contribuição desta pesquisa consistiu em revelar a necessidade de maior investimento na formação continuada dos professores que atuam na Educação Infantil.

The purpose of this study is to investigate how pre-school values makes visible in children´s literature. Thereby the study adds more knowledge of which norms and values the children meet through children´s literature. To achieve the purpose, I have chosen to analyse four picture books written 2012 and 2016. The publishing years are chosen so that the books in an accurate way can describe the norms and values we see today. The results show that we in children´s literature can see the basic democratic values on which the preschool´s values rests. The characters in the picture books shows good examples of values such as care, respect, solidarity, participation, equality and human dignity. However, values such as discipline and integrity are usually portrayed by the fact that the characters first make mistakes and then correct them to desired behaviours around these values. The most obvious norm in the analysed picture books were the norm of gender. In particular, we see how this norm is challenged and questioned by the fact that several of the girls are portrayed with male characteristics and that the boys discuss what is considered typically male and female. / Syftet med denna studie var att undersöka hur förskolans värdegrund synliggörs i barnlitteratur. Därigenom bidrar studien med kunskap om vilka normer och värden barnen möter i barnlitteratur. För att uppnå syftet har jag valt att analysera fyra bilderböcker från åren 2012 och 2016. Utgivningsåren är valda för att de normer och värden som förekommer ska vara aktuella för vår tid och troligen skildra normer och värden som omger oss i vår samtid. Resultatet visar att de grundläggande demokratiska värderingar som förskolans värdegrund vilar på är tydliga i barnlitteratur. Karaktärerna i bilderböckerna visar på goda exempel och skildras som förebilder gällande värden som omsorg, respekt, solidaritet, delaktighet, jämställdhet och människovärdet. Däremot skildras värden som disciplin och integritet oftast genom att karaktärerna först gör fel för att sedan korrigeras till önskade beteenden kring dessa värden. Den tydligaste normen i de analyserade bilderböckerna var genusnormen. Framför allt ser vi hur denna norm utmanas och ifrågasätts genom att flera av flickorna skildras med manliga egenskaper samt att pojkarna diskuterar vad som anses vara typiskt manligt och kvinnligt.