This qualitative study is based on interviews with ten preschool teachers. The theoretical viewpoint is based on social constructivism. It means that we all become in interaction with others. Meaning that we all are depended of each other to be able to construct ourselves as individuals. The intention was to analyze how ten preschool teachers from five different cities in Sweden describes their experience, of being a part of a large work team. We also wanted to see if there were any underlying ideas and constructions about children in the choice of organizing themselves as a large work team. The main questions in this study were: How do the preschool teachers describe the organization and structure in a large work team? What are the preschool teachers perceptions of their existence in a large work team through a preschool teachers point of view? How do the preschool teachers perceive the children´s experience in a large work team through the children´s point of view? What aware and unaware ideas about children and their abilities can we see through the preschool teachers statements? This study has shown several positive aspects as well as negative through the children´s and the preschool teachers point of view. The positive aspects is that children gets more influence and the preschools can become more flexible. The negative aspects is that everything depends on how the organization works. The organization requires a persistent structure to make everything work. The structure of a large work team is build on the idea of children as competent and independent. The result of the study also points out that the preschool teachers have different ideas about children and their abilities. They see them as dependent and fragile as well as independent and competent. The preschool teachers perspective on children effects how they treat them and they transfer unaware expectations on to the children. Our conclusion is that the idea and vision works well in reality if the preschool teachers have been involved and motivated through the whole process. The foundation must be solid enough to hold up an organization of this size otherwise it can lead to great chaos.

Syftet med denna studie är att undersöka förskollärares upplevelser av vaken-vila. Kvalitativaintervjuer med tio förskollärare har genomförts och resultatet har analyserats med IPA. Tvåhuvudteman har framtolkats. Konceptet vaken-vila visar hur förskollärarna uttrycker att vaken-vilaska vara en stund för lugn och återhämtning samtidigt som deras upplevelser skiftar, den upplevs bådesom bra och trevlig men också som svår och stressframkallande. Organisation av vaken-vila handlarom förskollärarnas upplevelser av möjligheter och begränsningar för aktiviteten i relation tillbarngruppsstorlek, personaltäthet, lokal och material. Studiens slutsatser är att vaken-vilan upplevssom en aktivitet med många dimensioner. Strukturella svårigheter såsom brist på personal i relationtill antal barn i förskolan skapar organisatoriska begränsningar för vad aktiviteten vaken-vila kaninnehålla. Detta leder till att några av förskollärarna upplever stress i samband med aktiviteten. Vi kangenom tolkning av vårt resultat se att vaken-vilan verkligen är det vår rubrik påstår: en svår nöt attknäcka. / The purpose of this study is to examine preschool teachers experiences of awake-rest. Qualitativeinterviews with ten preschool teachers have been conducted and the results have been analyzed withIPA. Two main themes have been interpreted: The concept of awake-rest and The organization ofawake-rest. Our interviews revealed that the concept of awake-rest is a moment where preschoolteachers wants there to be calm while allowing for mental recovery. But their experiences of awakerestis of different character. Feeling the activity as both good and enjoyable but also as difficult andstress related. The organization of awake-rest regards preschool teachers experiences about therestrains and opportunities of the activity in relation to child group size, number of staff, environmentand materials. The study concludes that the awake-rest is experienced as an activity with manydimensions. Structural difficulties such as lack of staff in relation to the number of children createsorganizational limitations on what the activity awake-rest may contain. This leads to some of thepreschool teachers experiencing stress in connection with the activity. We can, by interpreting ourresults, see that the awake-rest is really what our headline claims: a hard nut to crack.

The purpose of this study is to examine how mobile and stationary pedagogues experience the cooperation between the two units and how the pedagogues perceive the organizational conditions for managing a dual unit. Furthermore is the study also examine whether there are any different perceptions of working methods in each other's activities and if this has an impact on the children at preschool. In order to be able to answer these questions, I have chosen to make qualitative interviews at two different stationary preschools and two different mobile units/buses. I have interviewed four pedagogues, two from stationary units and two from mobile units. In my study I can see patterns in that bus pedagogues perceive themselves as be an ”own preschool” or ”own island” where they express "take care" of themselves. Nor do they perceive that they need to adapt to what’s happening on the preschool, for example, in case of illness. But they have a need to belong to the "house" when it comes to getting help during planning times. The stationary pedagogues perceive as the bus pedagogues do not see the entire preschool as a common organization that the bus pedagogues only cares for their own needs. The stationary pedagogues perceive that the mobile pedagogues exclude themselves but the mobile pedagogues perceive that they get excluded. The result of this study points that management should be aware of the strong impact of previous traditions and approaches in a working group or individual. Without clear leadership, too much space is given to the pedagogues own "profit-making" purposes, which can have an impact on the children's opportunities and to become in the preschool environment.