Thesis (MSD (Play Therapy))--University of Pretoria, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Mar. 10, 2010). Thesis advisor: Priscilla Blanton. Vita. Includes bibliographical references.

Thesis (M.S.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 239-248). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. Richard Wagner, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Mar. 2, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 271-290).

Thesis (M. Phil.)--University of Hong Kong, 1981.

Thesis (M.S.)--University of Nevada, Reno, 2000. / Includes bibliographical references. Online version available on the World Wide Web.

Det finns ett behov av att belysa exempelvis förskollärares och barnskötares perspektiv påmatematik, hur de beskriver att de arbetar med matematik i förskolan. Vi har utgått ifrån ettsociokulturellt perspektiv som teoretiskt perspektiv med fokus på kommunikation,människans utveckling och samspel. Semistrukturerade intervjuer genomfördes på en förskoladär sex personer deltog. Resultatet visar att deltagarna har olika erfarenheter av matematik,dock är alla deltagare eniga om att arbetet med matematik på förskolan är viktigt. Deltagarnavar eniga om att det inte finns några nackdelar för barnen med matematikanvändande iförskolan. Mer än hälften av deltagarna uttryckte en önskan om ytterligare kunskaper imatematik till de yngsta barnen på förskolan. Därutöver visar resultatet att det föreligger ettutbildningsbehov som inkluderar såväl ämneskunskaper inom matematik som didaktik. Detsenare handlar om att arbeta med matematik för att främja de yngre barnens lärande. Vidareframgår det i resultatet att matematiska begrepp användes olika mycket av deltagarna, samt påskiftande sätt. Exempelvis framkom det att matematiska begrepp användes dagligen och iform av att räkna samt benämna former med korrekta ord. / There is a need to highlight, for example, preschool teachers and childcare workersperspective on mathematics, how they describe their work with mathematics in kindergarten.We have assumed a sociocultural perspective as a theoretical perspective, focusing oncommunication, human development and interaction. Semi-structured interviews wereconducted in a preschool where six people attended. The results show that participants havedifferent experiences of mathematics, however, all participants agree to work with math inpreschool is important. Participants agreed that there are no disadvantages for children withmath use in preschool. More than half of the participants expressed a desire for furtherknowledge of mathematics to the youngest children at the preschool. In addition, the resultsshow that there is a need for training that includes subject knowledge in mathematicsdidactics. The latter involves working with math to promote the younger children's learning.Furthermore, it appears in the result that the mathematical concepts used different amounts ofthe participants, as well as in various ways. For example, it appeared that mathematicalconcepts are used daily and in the form of counting, and the term forms with the correctwords.

The aim of the study was to investigate which routines preschools had regarding food processing and if the routines were sufficient in order to the regulation. The aim was also to investigate if there were some difference in food processing depending on the employee´s education. The method used was an interview study of 20 preschools. The results indicated that the majority of the preschools had sufficient routines regarding temperature control of hot and cold lunches. Regarding measurement on deviant temperature, half of the preschools routines were sufficient. 55 % of the preschools had insufficient routines for temperature control in cold storage. Results indicate that it was differences in how often the employee´s control the temperature in food depended on the employee´s education. The conclusion is that a number of preschools had a capacity for improvement of their routines. The preschools have to work with prevention measures to create routines which is sufficient in order to the regulation.