The aim of the study is to investigate preschool teachers’ experiences and perceptions of the phenomenon popular culture in preschool. The study includes eight preschool teachers. We have used three concepts from a phenomenological perspective as our research approach, which are life-world, meaning and essence. To gather the material for the study, we have used a qualitative semi-structured life-world interview technique that gives clarity of what should be investigated and also gives more profound answerers from the preschool teachers. In the analysis, we have had our point of departure in Giorgi’s phenomenological analysis to find the essence of the preschool teachers' perception and experience of popular culture in preschool. Our research questions are: How do preschool teachers perceive the concept of popular culture? How do preschool teachers experience the use of popular culture in preschool? What obstacles or opportunities do preschool teachers see in use of popular culture in their work? Our result shows ambivalence amongst the preschool teachers towards popular culture in preschool. This is manifested through preschool teachers’ resistance to popular culture in preschool as they feel that popular culture toys, violence and stereotypical characters are troubled. At the same time they experience there are potentials such as children’s interests and learning possibilities.

Vår studie behandlar hur barn kan reagera om pedagoger i förskolans verksamhet går in eller ur barns fria lek. Vårt övergripande syfte med arbetet är att undersöka hur förskolebarn kan reagera om pedagoger engagerar sig i den fria leken. Undersökningen syftar specifikt att bidra med kunskap om hur förskolebarn kan reagera, om pedagoger är närvarande eller frånvarande i barns fria lek. Metoden i vår undersökning är videoobservation där vi riktar fokus mot barns reaktioner i videosekvenserna. I studien deltog 28 stycken tre -femåriga barn och fem pedagoger på två förskolor i Sverige. Den teoretiska utgångspunkt vi använder oss av är ett sociokulturellt perspektiv, vi inriktar oss även på ett relationellt maktförhållande som Foucault behandlar. Vi kommer också att använda oss av lekteorier i förhållandet till barns reaktioner när pedagoger förflyttar sig ut och in i den fria leken. Resultatet visar att barn blir avbrutna i sin lek och reagerar på olika sätt om pedagoger går in eller ur den fria leken. Studien visar att ingen situation är den andra lik, vilket gör att barn reagerar och beter sig på olika sätt. På ett övergripande plan kan vi se att barn lyfter blicken från leken upp mot pedagoger, följer efter pedagogerna, slutar leka när pedagoger pratar, bjuder in till lek när pedagoger inte är närvarande. Resultatet visar även att de videoinspelade sekvenserna är kopplat till här och nu, vilket gör att varje sekvens är unik och resultatet blir aldrig detsamma igen.

The purpose of this study is to examine how preschool teachers work with signs as alternative and additional communication in preschool to promote the development of children's language development. My questions of issue are how do preschool teachers use signs as alternative and additional communication in preschool, how do the teachers motivate and describe their work and what experiences does the preschool teachers have with signs as alternative and additional communication in preschool? My method of this study has been qualitative where interviews were made with six preschool teachers. To analyze the result of the interviews I have used the socio-cultural perspective by Vygotskij, that describes how important the language and interaction between people are. I also used Vygotskijs model the nearest development zone to analyze the importance of interplay between the preschool teachers and children. I have also used previous research and studies to strengthen my study. The study results are that all preschool teachers work with signs as alternative and additional communication with the purpose to develop all children’s communication. All the teachers had good experiences and a positive attitude to signs as language development for children. The preschool teachers consider it necessary to have more education in signs and to get follow-up of their work.

This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.

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The text describes an important dilemma that we as educators need to manage in our daily work. Every day we are faced with situations in which we encounter children that challenge us in various ways. This text considers how we need to approach these children. The way we assess and approach them will often determine their actions and behaviour. Children form their self-image as a reflection of our behaviors. This can also affect other children in the group to view the particular child in a negative way. It´s of paramount importance to help all children to succeed. This text gives examples and reflections about challenging situations that we meet with everyday. In this essay, aspects are presented and discussed from varying theoretical standpoints regarding issues related to what makes a child act and react the way that they do. In addition, the essay discusses adaptations that can be made in keeping with the curriclum while at the same time giving all children the best conditions in which to play, learn and achieve personal growth.

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The purpose of this study is to map preschool teachers' views and knowledge about children's movement activities in preschool and to apply it to the paper's aim from the perspective of preschool teachers. The questions that form the basis of the study is based on pre-school movement activities and how the pre-school teacher's activities are applied. The study has used relevant literature from previous research. A qualitative survey method in the form of interviews was used to unify the empiricism. The qualitative method was implemented at three different preschools in Skåne with six (6) preschool teachers. The results of the study showed that the educators work with different movement activities that differ in their views, working methods and purpose. At the same time, educators work with planned and spontaneous movement activities in the indoor/outdoor environment. The preschool's location and layout affect the educator’s possibilities to carry out different activities. Finally, the educators' education, interest, knowledge and their views on the curriculum influence the work with children’s movements.

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No description available.