The aim of the study is to describe how toddlers at pre-school interact with each other during the free play. The following research-questions have been chosen: In which ways are made visible when toddlers interact with each other during the free play? Which repeated patterns are there in toddler’s interaction with each other? The method that was used was observation. Implementing of observations happened during five days on a pre-school. Observations show that the interaction makes visible in various ways when it comes to toddlers, for example through observing, laughing and using the verbal communication. Repeated patterns that are shown are for example eye contact and smile occurs when toddlers interact with each other

This study is about students’ work with writing as an activity for learning in year 4, 5 and 6 in compulsory school. The methodology used is inspired by phenomenography and the overall frame of analysis is sociocultural. The purpose of the study is to describe what five students experience they learn when writing and on the basis of that problematize students’ work with writing in school. The study includes five students, three boys and two girls, as well as five different writing assignments. The five writing assignments are of different character; argumentative, reflective, structured, narrative and communicative, and they aim to include several of the functions writing can have in school. The main material of the study consists of 25 interviews, five with each student, which have been conducted as closely as possible to the students’ work with the five different writing assignments. The study shows that students experience they learn differently depending on what type of writing assignment they are working with. In order for the students to perceive that they are learning a subject matter, which they are writing about, it seems the writing assignments need to be designed in a way that challenges the students’ thinking. Challenges of the type reflect, take a stand, motivate and compare seem to be effective for this purpose, even though they do not always seem to be sufficient for all students. Several students express uncertainty. They say that they learned something in general terms instead of giving clear examples, they ponder a long time, answer that ""you" can learn", that they perhaps learned something or they don’t know. The students seem to be unfamiliar with reflection around writing and learning and appear to need support, not only in their learning, but also to conceive that they learn something when they write. Teachers can not take for granted that students experience that they learn when they are writing or that students know why they are writing in school. It appears that conscious and structured work with writing, and with the students’ experience of writing, is needed.

Play is an important part of children´s everyday life, it is through play children develop. Play occurs a lot in kindergarten and in this study, the aim is to examine how play activities play is used in preschool teaching and the role of the teacher´s in the play. Video recordings of play activities done and qualitative methods (conversation analysis) has been used to analyze the video recordings. The results of this study show that play are widely used as a pedagogical tool in preschool. It is through play children develop. When teachers are present in children's play, they contribute to the activity and encourage children to play. The teachers know that they have responsibility for children's development and ensure that children get the help they need. Role play is central to play in both free play and in the teacher-driven games.

This study aims to describe the interaction of the final course in information literacy at Linköpings university library with the information practice in the environmental profession. The investigation is based on five interviews and one document that is used as educational material in the course. In the study an investigation is carried out of the information practice in the environmental science as well as of the curriculum in the course. The study use a qualitative method and the analysis is based on Annemaree Lloyd’s model of information practice in a work context. The analysis is also founded on Vygotskijs zone of proximal development.  The results shows that there is a similarity between the educational and the work practice where the alumni don’t get the opportunity to share the corporeal information. This has a negative effect on the development of the shared identity in practice and the confidence to act within the individuals. This study also discuss the need of an education in practice in the course, to make a transfer of knowledge possible for the students between an educational and a work context and shows the benefits with Problem-based learning as a method.

No description available.

The purpose of this paper is to examine preschool educators conceptions on gender pedagogy. Based on preschool teachers own words, we want to get an insight into the use of gender in the curriculum in preschool classes. We also examine the conditions and setbacks of conducting a gender-sensitive educational way of working the curriculum. In order to examine our research question, we choose the method of qualitative interview, and previous research in the theory of gender pedagogy from a sociocultural perspective, in which social interaction is very important. We have interviewed five educators in preschool classes, all with similar educational backgrounds. In the results and analyses section the educators' definition of gender pedagogy is presented and how they take part in gender educational theories strategies. The result of the survey show that the importance of the educator’s own approach to and further education in, the subject matter, makes it possible to really understand the gender norms. This contributes to the crucial work in counteracting traditional gender patterns. Everyones participation is required in order to make development work possible.

No description available.

I ett flertal rapporter har det framkommit att det är vanligare med ohälsa bland individer med utvecklingsstörning än hos den övriga befolkningen. Dessutom visade det sig att funktionsnedsättningen i sig oftast inte var den påverkningsfaktor som bidrog till ohälsan. Istället handlade det om faktorer som kunde åtgärdas med hjälp av mer fysisk aktivitet och bättre hälsomedvetenhet. Därför riktades fokus mot skolan och ämnet idrott och hälsa för att finna vad som gjordes inom denna arena gällande hälsoundervisning. Syftet med studien blev således att undersöka hälsoundervisningen i idrott och hälsa på gymnasiesärskolan ur ett sociokulturellt perspektiv, samt att studera de beståndsdelar som kunde försvåra eller befrämja hälsoundervisningen. För att besvara syftet användes en kvalitativ metod i form av semistrukturerade intervjuer, där urvalet utgjordes av sex lärare vilka undervisar idrott och hälsa i gymnasiesärskolan. Studiens empiri bearbetades genom en tematisk analys med utgångspunkt i det sociokulturella perspektivet. I resultatet framkom fyra övergripande teman som tillsammans gav en bild av hur lärare resonerar kring och bedriver hälsoundervisning. Lärarna uttryckte en viss oro om elevers rådande och framtida hälsa men yttrade sig positivt gällande elevers möjlighet till hälsoförståelse. Vidare ansåg lärarna deras utbildning vara bristfällig, information gällande elevers funktionsnedsättningar otillräcklig och att samarbetet mellan lärare i idrott och hälsa och särskolan lämnade mycket övrigt att önska. För att öka delaktigheten, aktivitetsnivån och hälsoförståelsen använde sig lärarna av olika stödjande strategier som assisterade elever i deras kunskapsutveckling. Dessutom användes olika verktyg och redskap för att bättre konkretisera undervisningen samt höja delaktigheten, aktivitetsnivån och elevmotivationen. Slutligen framkom i resultatet att lärare uppfattade det sociala samspelet emellan eleverna vara viktigt och att de försökte utforma en undervisningsmiljö som främjade det sociala samspelet. / In several reports it has been shown that illness is more common among individuals with intellectual disabilities then with the general population. The reports also showed that the disability in itself usually did not constitute the influential factor which contributed to illness. Instead, the factors which were emphasized on could all be resolved with more physical activity and better health awareness. Due to these findings the focus was directed towards the school environment and the physical education subject in order to uncover what was being done in this arena regarding health education. Therefore, the study aimed to investigate health education in the field of physical education in the upper secondary special school from a sociocultural perspective, and to study the elements which may hinder or promote health education. A qualitative approach, based on interviews with six teachers who teach physical education at special upper secondary schools was used as it provided the most conductive way to answer the questions established in the aim of the study.   The empirical data of the study was processed through a thematic analysis on the basis of the sociocultural perspective. The result revealed four broad themes that together illustrated how teachers reason about and conduct health education. The teachers expressed some concern about students’ current and future health, but were positive about the outlook regarding students’ ability to understand health. Furthermore, the teachers found their educational background to be inadequate and information regarding students’ disabilities insufficient, also the cooperation between physical education teachers and special schools left much to be desired. To increase participation, activity level and health understanding, various supporting strategies were used which assisted students in their knowledge acquirement. Different tools were also used to concretize teaching and raise participation, activity level as well as students’ motivation. Lastly, the results showed that teachers were aware of the positive effects that social interaction between the students could generate and that they tried to create a learning environment that promoted social interaction.

In the Swedish Curriculum (Lpfö 1998, revised 2010) it is directly stated that childrens learning should be documented, a tool for this is to document by a pedagogical documentation. Therefore it is of great importance for preschool teachers to relate to a pedagogical documentation, in any aspect of it. I have in this study done a research on how preschool teachers use pedagogical documentation as a tool, and what their opinions are of implementing pedagogical documentation in their daily practice. This study is based on a qualitative method and six low-structured interviews executed in three different preschools. I have also used Vygotskijs sociocultural perspective as a theory in this study. The results of the study show that preschool teachers are using pedagogical documentation as a tool in their practice. They have a positive attitude towards it, and one interesting fact is that all of the preschool teachers find pedagogical documentation important for a childs development and learning. The aim is to use pedagogical documentation more often and always put the child in focus, when an educational documentation is in its process. / I läroplanen för förskolan (Lpfö 1998, rev. 2010) står det klart och tydligt att barns lärande och utveckling bör dokumenteras, ett verktyg för att möjliggöra detta är att dokumentera med hjälp av pedagogisk dokumentation. Således är det av stor vikt att som förskollärare relatera till en pedagogisk dokumentation, utifrån varje aspekt av den. Jag har i denna studie gjort en undersökning kring hur förskollärare använder pedagogisk dokumentation som ett verktyg i deras vardagliga pedagogiska arbete, samt vilka åsikter pedagoger har när det gäller att implementera den pedagogiska dokumentationen som ett arbetsverktyg i praktiken. Denna studie är baserad på en kvalitativ metod och sex låg-strukturerade intervjuer utförda på tre olika förskolor. Jag har även som teoretisk utgångspunkt redogjort kring Vygotskijs sociokulturella perspektiv i denna studie. Resultatet i denna studie visar på att förskollärare använder pedagogisk dokumentation som ett verktyg i deras pedagogiska arbete. De har en positiv attityd, och ett intressant faktum är att alla förskollärare i denna studie finner pedagogisk dokumentation av stor vikt, vad gäller ett barns utveckling och lärande. Målet är att använda den pedagogiska dokumentationen oftare och alltid sätta barnet i fokus, när en pedagogisk dokumentation är i sin process.

Mother tongue in preschool    This study seeks to create an understanding of how preschool educators can participate in promoting and encouraging children's mother tongue in their activities to strengthen the children's identity. It explores the ways in which educators actively promote the children's mother tongue in their work approach and how they perceive the importance of cooperation between preschool and home regarding the children's mother tongue. The study investigates using the case study method, specifically conducted through qualitative interviews and observations. Survey sampled was of two preschools where two educators of varying job positions and length of work experience which have been interviewed and observed. The study analyzes from a sociocultural perspective, which takes into account how learning takes place through interactions among individuals and the social and cultural factors surrounding them.  Based on the reported results of the interviews and observations, it appears that the educators are positively related to mother tongue in preschool and use mother tongue support in the activities in a deliberate way to promote the child's identity. There were spontaneous situations in which mother tongue was included in the activity, and there were situations where the educators deliberately used mother tongue to clarify concepts that the children do not understand in swedish. In instances where the identity expresses characteristics of children's mother tongue, the educators sees that these register on the child's posture and facial expressions. The educators note that children feel a sense of accomplishment and ownership when they claim competence to express “my language”, indicating self-awareness of their individuality and unique language. The educators use conversations and planned singing and reading lessons in different mother tongue as part of the daily activities and tools such as digital learning tablets, the computer and the smart board facilitate mother tongue support in preschool activities. Educators believe that, through the various available tools in preschool, cooperation with parents, and the educators’ multilingual abilities are contributory factors of great importance, that support mother tongue development and encourages a multilingual environment in preschool.