Orientador: Roseli Aparecida Cação Fontana / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T03:47:18Z (GMT). No. of bitstreams: 1 Kopcak_SarahCristinaPeron_M.pdf: 1315307 bytes, checksum: 61f52d681221e6960debd05d12fc52a9 (MD5) Previous issue date: 2009 / Resumo: A pesquisa objetivou compreender as elaborações sobre a infância e o trabalho na Educação Infantil produzidas por monitoras, a partir das interlocuções vividas no Curso de Aperfeiçoamento para Monitoras de Educação Infantil da Rede Municipal de Campinas, realizado entre os anos de 2003 a 2006. O Curso pautava-se na articulação entre os saberes teóricos sistematizados da profissão com os saberes práticos e cotidianos das monitoras. Assumindo Bakhtin (1986, 2003) como principal interlocutor teórico-metodológico, buscou-se levantar, através de entrevistas realizadas após a finalização do curso, indicadores de como os conceitos relativos à infância e à Educação Infantil, compartilhados no Curso, foram apreendidos e estão sendo elaborados pelas cursistas e de como estes conceitos mediatizaram sua identidade e prática profissionais. A partir dos indicadores levantados, destacaram-se, do ponto de vista da profissionalidade, o reconhecimento da dimensão educativa do cuidado e da função de monitora como educadora infantil, a reivindicação por maior participação do segmento profissional no planejamento das unidades de Educação Infantil e a requalificação dos cursos de formação continuada destinados a esse segmento, tendo em conta a dimensão teórica da formação do educador, articulada à dimensão prática. O acesso aos conhecimentos sistematizados a respeito da infância mostrou-se fundamental sob dois aspectos: a possibilidade de compreender e ressignificar a atividade da criança e as escolhas feitas pelas professoras em seu trabalho, questionando ou referendando tais escolhas, a partir do conhecimento pautado pela formação. Esta compreensão, de acordo com as monitoras, possibilitou-lhes participar das atividades educativas, mediando-as a partir de escolhas fundamentadas e mais autônomas, vislumbrando uma maior valorização deste segmento profissional, não objetivando resolver os conflitos, mas permitindo que as tensões históricas entre professoras e monitoras de Educação Infantil sejam constantemente re-elaboradas por estas profissionais. / Abstract: Taking Bakhtin (1986, 2003) as the main theoretical and methodological interlocutor, this research aimed to understand the elaborations on the childhood and the work on Child Education produced by educators (monitors), from interlocutions lived in an Improvement Course for these professionals, organized and conducted by the Training Coordination of the Campinas Municipal Education Network, between the years 2003 to 2006. After the conclusion of the course, based on the link between the systematic theoretical knowledge of the profession with the practical and everyday knowledge of the monitors, it was raised, through interviews with the Course Educators, indicators of how the concepts related to childhood and the Child Education, shared in the course, were seized and are being drawn up by them, and how these concepts mediated their identity and professional practice. From the indicators raised, stood out, in terms of professionalism, the recognition of the educational dimension of care and the role of the monitor as a child educator, the demand for greater participation of the professional sector in the planning of the units of Child Education and the retraining of the Continued Formation Courses destined to this segment, given the theoretical dimension of teacher training, linked to the practical dimension. The access to the systematic knowledge concerning childhood proved to be crucial in two aspects: the possibility to understand and re-signify the child's activities and the choices made by teachers in their work, questioning or endorsing such choices. This understanding, according to the monitors, allowed them more based and autonomous interventions in their work, which contributed to a greater appreciation of this professional segment and the re-elaboration of the historical tensions between teachers and monitors. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

Made available in DSpace on 2014-07-29T16:10:35Z (GMT). No. of bitstreams: 1 Educacao infantil polriticas publicas.pdf: 2964761 bytes, checksum: f887c4cc4acc450b8c13a3c3b3728c18 (MD5) Previous issue date: 2012-08-28 / This research is one of several sub-projects within the broader project Public Policy and Early Childhood Education in Goiás: History, Conceptions, Projects and Practices, being carried out by the Center for Studies and Research into Early Childhood and Education in Different Contexts (NEPIEC) within the line of research Formation, Teacher Professionalization, Educational Practices of the Post-Graduate Program in Education at the Faculty of Education, Federal University of Goiás. It analyzes a theme of significance for school education: the relationship/connection between the pre-school and primary school and highlights policies implemented in recent decades and educational practices. The research focused on policies and educational practices and the relationship between the pre-school and the elementary school in the Municipal Education Network in Goiania. The dialectical materialist method for undertaking a bibliographic, documentary and empirical research was used as a reference. Tools for data collection included observations, field diaries, audio recordings and interviews. The theoretical reference for critical reflection and analysis of the object under study was based on authors with considerable scientific output, such as Azevedo (1964), Nagle (2001), Romanelli (1993), Shiroma (2011), Germano (1993) and Dourado (2010) in the field of educational policies; and Barbosa I. (2011), Barbosa M. (2006), Alves (2007), Arce (2008), Kramer (2003), Kuhlmann Jr. (2000), Schultz (1995), Rosemberg (1992), Haddad (2006), Cerisara (1999), Faria (1999) and Souza (2008) in the area of policies and educational practices for early childhood education. For the documental analysis, official documents on early childhood education prepared by the Education Ministry, the Education Secretariat and the Municipal Education Council of Goiânia were used. The empirical research was conducted in two phases. The first consisted of observations and records in five primary schools with pre-school classes while the second involved interviews and observations in one of the five schools selected in the first phase. From the data analysis, it could be said that, from a historical standpoint, in the drawing up of policies for children and early childhood education, the institutions (crèche, nursery, kindergarten and pre-school) distinguished themselves both in terms of this assistance, and in the way they followed paths different from those of compulsory schooling. At times, the foundation and maintenance of these institutions is justified, especially the pre-schools, precisely because of their connection with the later stages of education. Based on the field research, it was established that pre-schools set up within the schools take on the model of anticipating the content and practice of the elementary school. It was seen that to a certain extent educational policies for children are causing four-to-six-year-olds to move to primary schools in order to meet goals of expansion and universal attendance and to respond to the compulsory enrollment of children from the age of four and the requirement of literacy for children up to the age of eight. Finally, what stands out in the relationship established between pre-school and school is a preparation for future stages, the prevention of failure and anticipation of practices and the content of elementary school. / A presente pesquisa compõe um dos vários subprojetos em desenvolvimento dentro do projeto Políticas Públicas e Educação da Infância em Goiás: História, Concepções, Projetos e Práticas, desenvolvido pelo Núcleo de Estudos e Pesquisas da Infância e sua Educação em Diferentes Contextos (NEPIEC), ligado à linha de pesquisa Formação, Profissionalização Docente, Práticas Educativas do Programa de Pós-graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás. Investigamos um tema que expressa uma problemática significativa para a educação escolar: a relação/articulação entre pré-escolas e escolas de Ensino Fundamental, destacando-se as políticas implementadas nas últimas décadas e as práticas educativas. A investigação teve como objetivo compreender a relação entre as políticas públicas e as práticas educativas em turmas de pré-escola de escolas de ensino fundamental na rede municipal de Goiânia. Tivemos como referência o método materialista dialético para desenvolver a pesquisa bibliográfica, documental e empírica. Os instrumentos para a obtenção dos dados abrangeram observações, registros em diário de campo, questionários, gravações em áudio e entrevistas. O referencial teórico utilizado para a análise e reflexão crítica do objeto de estudo foi constituído a partir de autores com produção significativa tanto no campo das políticas educacionais, tais como Azevedo (1964), Nagle (2001), Romanelli (1993), Shiroma (2011), Germano (1993) e Dourado (2010), quanto na área das políticas e práticas educativas para Educação Infantil, como Barbosa I. (2011), Barbosa M. (2006), Alves (2007), Arce (2008), Kramer (2003), Kuhlmann Jr. (2000), Schultz (1995), Rosemberg (1992), Haddad (2006), Cerisara (1999), Faria (1999) e Souza (2008). Na análise documental, trabalhamos com documentos oficiais, voltados para a Educação Infantil, elaborados pelo MEC, pela SME e pelo Conselho Municipal de Educação de Goiânia. A pesquisa empírica foi realizada em duas etapas, sendo a primeira constituída por observações e registros em cinco escolas de Ensino Fundamental com turmas de pré-escola e a segunda por realização de entrevistas e observações em uma das cinco escolas selecionadas na primeira etapa. A partir das análises dos dados, foi possível afirmar que, do ponto de vista histórico, na constituição das políticas para a infância e para a Educação Infantil, as instituições (creche, maternal, jardim de infância e pré-escola) se distinguiram quanto à destinação desse atendimento, assim como seguiram caminhos distintos do processo de escolarização obrigatória, mas, em determinados momentos, sua criação e manutenção se justificaram, sobretudo quando se trata das pré-escolas, justamente na articulação com as etapas posteriores de ensino. Foi possível constatar, com base na pesquisa de campo, que as pré-escolas inseridas nas escolas assumem o modelo de antecipação de conteúdos e práticas do Ensino Fundamental. Observamos que as políticas educacionais para a infância, de certo modo, estão provocando um deslocamento das crianças de quatro a seis anos para as escolas de Ensino Fundamental, para cumprir metas de ampliação e universalização do atendimento, para atender à obrigatoriedade de matrículas das crianças a partir dos quatro anos de idade e à exigência da alfabetização de crianças até os oito anos de idade. Por fim, o que se destaca na relação que se estabelece entre pré-escola e escola é a preparação para as etapas posteriores, a prevenção de insucessos e a antecipação de práticas e conteúdos do Ensino Fundamental.

Introdução: Eczemas são manifestações inflamatórias da pele. Na infância se destacam a dermatite atópica (DA) e a dermatite de contato (DC). Os testes de contato correspondem a um método auxiliar para diferenciar a dermatite de contato por irritante primário (DCIP) da dermatite de contato alérgica (DCA) e definir a etiologia da DCA. Nos pacientes com DA, têm a faculdade de também auxiliar na identificação de substâncias que possam estar contribuindo para a piora do quadro. Objetivos: verificar a frequência de testes de contato positivos em crianças com hipóteses diagnósticas de DC e de DA associada ou não à DC; obter os principais sensibilizantes nessa faixa etária e comparar os dados obtidos entre os grupos de pacientes com DC e DA. Métodos: Durante o período entre julho de 2007 e agosto de 2009, 62 crianças com idades entre 2 e 12 anos foram submetidas aos testes de contato com a bateria padrão e/ou bateria de cosméticos de testes de contato padronizadas pelo Grupo Brasileiro de Estudos em Dermatite de Contato. As leituras foram realizadas em 48 e 96 horas. Resultados: Entre os 62 pacientes submetidos aos testes de contato, 38 pacientes apresentaram pelo menos um teste de contato positivo e 24, todos negativos. Entre os 44 pacientes com hipótese diagnóstica inicial de DA, 19 tinham DA associada à DCA. Entre os 18 pacientes com hipótese diagnóstica inicial de DC, 12 apresentavam DCA. No total, foram encontrados 76 testes positivos, sendo 53 (70%) relevantes, e 23 (30%) não relevantes com a história clínica do paciente. Os pacientes com DA apresentaram mais testes positivos não relevantes do que os pacientes com hipótese diagnóstica apenas de DC, e essa diferença foi estatisticamente significativa.( 2 = 6,55 e p = 0,01 ). Considerando os testes relevantes com a história clínica, o sulfato de níquel foi o principal sensibilizante com 14 (22,6%) testes positivos, a neomicina foi o segundo sensibilizante mais comum com sete testes positivos (11,3%), e a terceira substância mais comum foi o cloreto de cobalto com quatro (6,4%) testes positivos. Testes não relevantes foram encontrados em 30% do total de substâncias com testes positivos. O timerosol foi positivo em 11 casos, porém em oito pacientes com DA não foram relevantes com a história clínica. Conclusões: Pacientes na faixa etária entre 2 e 12 anos com DA e DC apresentaram testes de contato positivos, e não houve diferenças quanto à frequência dos testes positivos entre esses dois grupos. Os principais sensibilizantes relevantes com a história clínica foram o sulfato de níquel, a neomicina e o cloreto de cobalto, o que está de acordo com vários estudos na literatura. Pacientes com DA apresentaram mais testes falso-positivos que os pacientes com DC, possivelmente por um defeito da barreira cutânea dos pacientes com DA, e maior exposição precoce aos medicamentos tópicos ou emolientes para o controle da DA. Teste de contato em crianças pode ser considerado importante ferramenta para auxiliar no diagnóstico dos eczemas, identificando o agente causador da DC ou de piora nos casos de DA, e deve ser levado em conta em todos esses pacientes / Eczema is a cutaneous inflammatory manifestation in some dermatosis. In children, we highlight atopic dermatitis (AD) and contact dermatitis (CD). Patch tests help to differentiate irritative contact dermatitis (ICD) from allergic contact dermatitis (ACD), and define the etiology of allergic contact dermatitis. In patients with AD, it may also help to identify substances that may contribute to the worsening of this dermatosis. Objectives: To determine the frequency of positive patch tests in children with diagnosis of CD and AD with or without CD; to detect the main sensitizers in this group and compare the results between the groups of patients with CD and AD. Methods: From July 2007 to August 2009, 62 children aged between 2 to 12 years old were patch tested with the Brazilian standard battery of patch tests and cosmetic series. The readings were taken at 48 and 96 hours. Results: Thirty-eight patients had at least one positive patch test reactions and 24, all negative. Among the 44 patients with initial diagnosis of AD, 19 were associated with ACD. Among the 18 patients with initial diagnosis of CD, 12 had ACD. In total, there were 76 positive tests, 53 (70%) relevant, and 23 (30%) not relevant to the patient\'s clinical history. Patients with AD showed more positive tests not relevant than patients with diagnosis of CD only, and this difference was statistically significant. (2 = 6.55 and p = 0.01). Considering the relevant tests, nickel sulphate was the main allergen with 14 (22.6%) positive tests, neomycin was the second with seven positive tests (11.3%), and the third substance was cobalt chloride with four (6.4%) positive tests. Tests not relevant were found in 30% of the total of the positive tests. Thimerosol was positive in 11 cases, but in eight patients with AD were not relevant to the clinical history. Conclusions Patients aged between 2 to 12 years old with AD and CD had positive tests, and there were no differences in the frequency of positive tests between these two groups. The main sensitizers, relevant to the clinical history were nickel sulfate, neomycin and cobalt chloride. This result is consistent with several studies in the literature. Patients with AD showed more false-positive tests than patients with CD, possibly due to a defective skin barrier of AD patients, and earlier exposure to topical emollients and treatments for the control of AD. Patch test in children can be considered an important tool for the diagnosis of eczema, identifying the causative agent of CD or worsening cases of AD, and should be performed in all these patients. The correct interpretation of the patch tests is essential to evaluate the association of ACD in patients with AD and to identify the causative agent of the ACD

Este trabalho trata da adequação do espaço para a escola infantil como um dos requisitos básicos para a inclusão da criança com necessidade especial. A pesquisa foi direcionada para as necessidades especiais físicas e visuais pois são as que demandam maiores adequações no espaço físico. O objetivo é o de lançar diretrizes de projeto arquitetônico para escolas de educação infantil, tornando esses espaços adequados às crianças com necessidades físicas e visuais. Desta forma, as crianças terão mais autonomia para vivenciar o espaço escolar e terão melhores condições de aprendizagem. O ambiente escolar deve oferecer espaços seguros, acessíveis e compatíveis com a metodologia pedagógica. Foi realizada uma pesquisa junto às escolas de educação infantil na cidade de São Carlos que atendiam em 2006, crianças com necessidades especiais, para detectar os problemas espaciais nos ambientes escolares infantis. Para coleta de dados foram utilizados vários procedimentos: entrevistas com diretores, aplicação de questionários aos pais e professores, realização de desenhos temáticos pelos alunos, fotografias e vistorias técnicas. Com base nos resultados da coleta de dados e levantamento bibliográfico, no final são apresentadas diretrizes de projeto arquitetônico. Tais diretrizes têm como objetivo tornar adequados os edifícios escolares destinados à educação infantil, otimizando o desempenho das crianças, principalmente das que apresentam necessidades especiais. / This work deals with adapting pre-school environments as one of the basic requirements to include children with special needs. The research was conducted for special physical and visual needs as they require more adaptations in a physical environment. The aim is to set guidelines of the architectural project for pre-schools making these environments suitable for children with physical and visual needs. Taking this into account, children will be more autonomous to experience the school environment, as well as have better learning conditions. The school environment should offer safe and accessible spaces which are compatible with the educational methodology. Research was carried out in pre-schools in the city of São Carlos attending children with special needs in 2006 to detect spatial problems in pre-school environments. In order to collect the data, various procedures were used: interviews with directors, asking parents and teachers to fill in questionnaires, asking the pupils to draw pictures of various themes, photographs and technical inspections. Based on the results from the data collection and literature review, at the end of the work guidelines of the architectural project are presented. The aim of these guidelines is to adapt pre-school buildings optimizing the performance of the children, mainly of those who have special needs.

The purpose of this study is to examine how pedagogues work with children that express acting out behavior in pre-school. The research questions are: How do the interviewed pedagogues define children that express extroverted behavior in preschool, and what is the reason for the behavior? How do the pedagogues work to ease daily activities for these children in preschool? Which methods do the pedagogues use to approach these children in the optimal manner in different situations? This study is based on four qualitative interviews with preschool teachers, after-school teachers and nurses from two different preschools. The results of this study are analyzed through the sociocultural theories of Vygotskij and subsequent terms, but also with regards to other articles and scientific literature of interest. The results of this study indicate that the reason for acting out behavior can be due to environmental flaws, or factors within a child. In their work the pedagogues practice different methods. To e.g. calm the child, one may listen to or confirm the child’s emotions, and in conflict situations it is important that the pedagogue remains calm, to reduce the risk of emotional contagion. It was also evident that a well-structured day with distinct routines, in combination with a physical environment at the preschool that is tailored to the child’s own preconditions, better prepares the child for future activities. This study indicates that pedagogues enable common games and activities, to make it possible for children with acting out behavior to train their social competencies with other children. This is achieved with the aid of a present pedagogue that guides the child stepwise so that the child understands and predicts the consequences of the actions, but also understands the limits of behavior.

The diploma thesis discusses family communications during Mealtimes. The first part defines the basic theoretical concepts of the theory of children's speech and research associated with it, it defines preschool child development with an emphasis on language and further defines the concept of family communication and child directed speech. At the end of the theoretical part the thesis explains the importance of food/meals in family life. The theoretical part is mainly based on professional literature. The second part consists of five case studies that focus on the analysis of video communications during family meals. All families that participated on the recording signed a consent. The information was also obtained with the help of sociologically oriented survey about adult participants. All recordings were transcribed according to the CHAT system guidelines, which is part of the CHILDES database. The results are compared with the findings of the professional literature. Keywords communication, pre-school child, child directes speech, food/meals

Abstract English title: The child´s conception of writing – a qualitative study of how pre-school children speaks about writing. Author: Elin Truks, spring term of 2017 Supervisor: Anna Malmbjer The aim of this essay is to describe how children speak about writing. I´ll also compare how children speak about their writing today compared to Dahlgren and Olssons studie from 1985. To achieve the aim have two questions been formulated: What is writing for pre-school children? Which similarities and differences is there today compared to Dahlgren and Olssons study from 1985? The study is based on interviews with eight pre-school children to get answers for the aim of this study. The questions for the interview has been proposed by Gösta Dahlgren, Karin Gustafsson, Elisabeth Mellgren och Lars-Erik Olsson (2013) which they have used for research purposes. The results showed that children in pre-school are aware about what writing is and can express it in a creative and detailed way. They have many conceptions of writing, what it is and for what purpose writing is used. The results also showed that pre-school children are at different levels in their writing development. Results showed that there are similarities and differences today compared to Dahlgren and Olssons study from 1985. The similarities showed that pre-school children describe reading and writing as a mental act (metacognition) and that they see possibilities of it. They mean that reading and writing can be used as a means of communication and they describe the reading and writing of the text based on the structure of it. They also express an external requirement as a motive of reading and writing. The differences showed that children in Dahlgren and Olssons study express reading as external observable behaviors and as a process expressed with their bodies. The pre-school children in my study speak about writing with digital tools. Keywords: pre-school pupils, writing, metacognition, conceptions of writing

Arbete tar upp relationen mellan förskolepedagoger och föräldrar med ett annat modersmål än svenska och undersöker pedagogernas upplevelser av denna typ av kommunikation. Frågeställningarna i denna undersökning är ” I vilka situationer upplever pedagogerna kommunikationen brister? ” och ”Vilka åtgärder finns i situationer där kommunikationen brister? ” samt ” Hur upplever pedagogerna den egna kompetensen i kommunikationen med föräldrar med ett annat modersmål än svenska? Resultaten visar att den egna kompetensen brister när pedagogerna möter dessa föräldrar och flertalet pedagoger saknar detta i sin utbildning. Empirin är baserat på semi-strukturerade intervjuer med sex förskolepedagoger på kommunala förskolor i Storstockholm. Materialet är analyserat genom en kvalitativ tematisk analys där olika teman togs fram och som presenteras i resultatkapitlet. Arbetets teoretiska utgångspunkter som resultatet analyseras utifrån är det sociokulturella perspektivet och symbolisk interaktionism. Den vetenskapsteoretiska utgångspunkten är ett socialkonstruktivistiskt perspektiv. Eftersom resultaten visar att förskolepedagogerna anser att deras egen kompetens inte är tillräcklig och skulle önska mer fokus på kommunikation med föräldrar under utbildningen, är ett förslag till praktiska insatser att utveckla utbildningen till att möta detta.

Detta examensarbete handlar om att få ökad förståelse om hur pedagoger ser på skapande material i verksamheten och närmare bestämt om pedagogerna har något didaktisk tanke när de låter barnen arbeta med play doh deg.Genom kvalitativa intervjuer med pedagoger på olika förskolor har jag undersökt hur de arbetar med skapande material på förskolan och hur de tänker kring barnens lärande i skapande. För att få bredare förståelse valde jag pedagoger som arbetar både med de minsta barnen och de något äldre barnen.Resultatet visar att pedagogerna är mycket positiva till skapande material och ser det som brett område som kan vara användbart till mycket. De upplever play doh som ett billigt och bra material som man lätt kan fixa själv på förskolan. De upplever att barnen tycker att det är roligt att dega, det infinner sig ett lugn hos dem och de ser även att kräver koncentration och sätter igång fantasin hos barnen. Alla barn kan vara med och utforska degen på sitt sätt oavsett ålder, vilket bidrar till att det är ett demokratiskt material. Det bidrar till ett stort lärande hos barnen både genom språket, matematiken och tekniken, samt utvecklar samarbetsförmågan. / This study examines how working educators understand and use creative material and if they have any didactic thoughts when they let children use a material such as Play Doh.By using qualitative interviews with teachers from different pre-schools I have examined how they use creative material in pre-school and their conceptions of children´s learning during creative activities. In order to get a wider perspective and understanding I have chosen to conduct interviews with pre-school teachers working with both toddlers and older children.The result shows that the working educators have a very positive experience of creative material and see creative work as a useful tool for learning in many ways. They also view the material as a cheap and easy way to get children to express themselves. From the working educators' point of view, the children find it very amusing and become calm, concentrated and use their imagination to the edge. Despite age, every child is able to explore and use the material, which makes it a democratic material. This contributes to a large amount of learning both regarding language, math and technique and also develops an ability to work together with other children.

Ändamålet med denna studie är att få en ökad förståelse för hur förskolepedagoger bemöter flickor och pojkar i Thailand samt att bidra med kunskap om genus och könsnormer i den thailändska förskolan. I avsikt att få en ökad förståelse för konstruktioner kring könsnormer i den thailändska förskolan har jag rest till norra Thailand för att besöka två förskolor. På plats använde jag mig av en kvalitativ datainsamling för att samla information från pedagoger, och därefter sammanställt dem med observationer för att jämföra teori och praktik. Jag genomförde även intervjuer med thailändska modersmålslärare för att utöka materialinsamlingen. I resultatet framkommer det att utbildning på senare tid har fått en ökad betydelse i Thailand, vilket har gett både flickor och pojkar samma möjlighet att gå i skolan. Resultatet tyder även på en ökad kunskap inom genus och jämställdhet hos thailändska pedagoger vilket visas i deras tankesätt och hur de förhåller sig till flickor och pojkar. Trots detta visar resultatet att gamla normer än idag är ett fortsatt problem när det kommer till hur man behandlar flickor och pojkar. / The purpose of this study is to increase the knowledge of how pedagogues treat girls and boys differently in Thailand and also to contribute to the knowledge about gender and gender norms in the preschools in Thailand. To answer my research questions, I travelled to the north of Thailand to visit two pre-schools. I have been using a qualitative study to collect information from teachers and have compiled my observations to compare theory with real practice. I also interviewed some Thai native language teachers in Sweden to expand the research material. The results show that the importance of education has increased for children in Thailand, which has given both girls and boys the same opportunity to attend school. The research also tells that pedagogues in Thailand are educated about gender and equality which shows in their reasoning about how to approach girls and boys with gender awareness. However, despite the gender sensitive reasoning it has through observation been disclosed that old norms are still a present issue when it comes to approaching girls and boys differently.