The purpose of this essay is to find out if there is a general understanding of what the concept of ”a competent child” is in the writings of Maria Montessori, as well as in books written about Loris Malaguzzi. The essay then compares this with the answers from pre-school teachers in two Montessori and two Reggio Emilia pre-schools about their understanding of what a competent child is, how that shows in their behaviours and attitudes towards the children and in how they use this to arrange the pre-school physical environment. The essay also takes a look at how the teachers work with documentation, how they perceive their chosen pedagogy helps them in their work with the pre-school curriculum and with the requirement that the pre-school teachings should be grounded in the scientific method, and also explores what does the teachers think about their role as a teacher. The essay then tries to analyse why Reggio Emilia has grown to be the predominant pedagogy   in the Swedish pre-schools and why Montessori has not. The investigation is based on qualitative interviews as well as observations made by the author. The study is based on Vygotskijs socio-cultural theory, which could be summarised that we all learn in social relations.   The conclusion of the study is that there is a general understanding about the competent child in the books written by Maria Montessori and Loris Malaguzzi, as well as in the teacher’s answers to interview questions and in their acting in teaching situations. The study could see some differences in the design of the physical environments, theteachers’ views of their roles in their answers about the curriculum and that the pre-school should be based on the scientific method. These answers combined with the authors’ observations, the literature used for reference and the socio-cultural theory written by Vygotskij brings the author to the conclusion that Reggio Emilia could be seen as modern version of Montessori. Reggio Emilia is more up to date with a modern take on the role of teachers in advancing children’s learning and development, and the pedagogy also has the socio-cultural theory as a base for understanding how both adults and children learn. The Reggio Emilia pre-schools visited by the author also work with aesthetic expressions in a way that the pre- schools based in the Montessori pree-schools don´t. Reggio Emilia also ”gave” the Swedish pree-schools a tool for seeing the children, the teacher´s and the pree-school itself. It gave us pedagogic documentation.

The struggle for the customer has become a priority for the fashion industriesconsidering that it is the customers’ willing to shop that guarantees theircontinuous survival on today’s competitive market. To keep the customer happyand satisfied, should be their priority as this leads to an economic advantagesince the customer becomes the companies strongest allay with help of the socalled “word of mouth” effect. The positive response is then transmitted fromthe customer, acting as a spokes- person for the company. It is therefore in thecompany’s interest to investigate and find out the actual attitudes and opinionsso that the company may become more customer oriented and competitive.Zara and H &amp; M are today two big fashion industries with similar products,price friendly and accessible fashion clothes. They act on the same market andtheir latest annual reports place the two companies as leaders in their business.By performing a quality and quantity interview investigation with the abovementioned companies customers I will display the actual attitudes and opinionsof these customers in Gothenburg and Madrid with the purpose to answer thereports question may an H &amp; M customer and Zara customer be the samecustomer?The results of the investigation show that there are some general similarities anddifferences among the areas, price and design. Zara customers see the companyas “middle class” and “sophisticated” while H &amp; M customers think of thecompany’s garments as “cheap” and “youthful”.The answer to this reports lead question with the analyzing of the empiricalmaterial and information reveals that there is a better possibility that a Zaracustomer is an H &amp; M customer and vice versa but it’s very unlikely that a Zaracustomer with high financial mien shops in H &amp; M in Madrid, this mayalthough be the case in Gothenburg. / <p>Program: Textilekonomutbildningen</p><p>Uppsatsnivå: C</p>

<p>Sweden is a country based on democracy and equality. As a result, both men and women areencouraged to aspire equal career opportunities.</p><p>The aim of this study is to explore how social and cultural contexts, as well as gender aspects,affect Swedish Upper Secondary Class pupils when they choose career. The study focuses onstudents who have chosen an ambitious school curriculum.</p><p>As method, the study uses both qualitative interviews with students and a quantitative survey.</p><p>The theoretical framework is based on gender theory and on the social and cultural contexttheory of Bourdieu.</p><p>The result of the study shows that gender and social as well as cultural context affect students’ambitions and career choices.</p>

Sweden is a country based on democracy and equality. As a result, both men and women areencouraged to aspire equal career opportunities. The aim of this study is to explore how social and cultural contexts, as well as gender aspects,affect Swedish Upper Secondary Class pupils when they choose career. The study focuses onstudents who have chosen an ambitious school curriculum. As method, the study uses both qualitative interviews with students and a quantitative survey. The theoretical framework is based on gender theory and on the social and cultural contexttheory of Bourdieu. The result of the study shows that gender and social as well as cultural context affect students’ambitions and career choices.

Syfte - Syftet med studien är att bidra med förståelse av hur användare av aktivitetsarmbandoch tillhörande nätforum tillsammans konstruerar en lärmiljö och i så fall på vilka sätt dettakan erfaras hälsofrämjande.Teoretisk referensram - Den teoretiska referensramen tar upp de pedagogiska perspektivsom framträdde ur det empiriska materialet. Studien behandlar följande perspektiv: detsociokulturella perspektivet, Zone of proximal development, health literacy, Communities ofpractice och healthism.Metod - Studien har en livsvärldsfenomenologisk metodansats där datainsamlingengenomfördes genom två tillvägagångssätt. Författarna agerade studiesubjekt genom attanvända aktivitetsarmband och forum för att få tillgång till deltagarnas regionala livsvärld. Envirtuell grupp skapades på nätforumet Garmin connect där diskussioner fördes mellandeltagare och författare. Urvalet bestod av 8 personer från Sverige, Storbritannien, Brasilienoch USA.Resultat - Health literacy visade sig vara av vikt för att på ett optimalt sätt tillgodogöra sigaktivitetsarmbandets data. Lärandeprocesser skedde genom samspel och interaktion inätforumet. Hälsofrämjande effekter med armband och forum kunde urskiljas i form av högrefysisk aktivitetsnivå, motivation, inspiration och glädje. Potentiellt hälsoskadliga effekteridentifierades i överaktivitet och övertro på armbandet.Slutsats - Dagens selftracking-verktyg är ofta tekniskt avancerade men pedagogiskt mindregenomtänkta. Broar bör byggas mellan selftracking-verktygen och de pedagogiska processersom sker i användarna som brukar dem. / Aim - The aim of this study is to contribute to the understanding in which users of activitytrackers and the connected netforum together construate a learning environment and if and inwhat ways this can be perceived as health promoting.Theoretical framework - The theoretical framework presents the pedagogical perspectiveswhich appeared in the empiric material. The study adresses the following theories andperspectives: the sociocutural perspective, Zone of proximal development, health literacy,Communitites of practice and healthism.Method - The study has a lifeworld phenomenological method. The data collection wascompleted in two different methods. The writers used the activity tracker and net forum togain access to the users life world. A virtual discussion group was created where particapantsand the writers discussed the activity tracker and net forum. Selection: 8 participants fromSweden, Great Britain, Brazil and USA.Result - Health literacy proved to be significant when interpreting the data from the activitytracker. Learning processes occured in the net forum through interaction. Health promotingfactors like increased physical activity level, motivation, inspiration and joy were found bothregarding activity tracker and netforum. Potentially harmful effects on health were found,hyperactivity and an over-reliance to the actvity tracker.Conclusion - Todays selftracking tools are often technically advanced but pedagogicallyinsufficient. Bridges should be built between selftracking tools and the pedagogical processeswhich occur within the individuals using these tools.

Sammanfattning Alla barn i förskolan har rätt till en stimulerande språkutveckling, att kunna uttrycka känslor, behov och känna delaktighet i det sociala samspelet. Syften med denna studie är att ge en övergripande bild över hur teckenanvändning i förskolan kan stimulera barns språkutveckling oavsett svårigheter och vad pedagogerna har för inställningen till metoden ur ett sociokulturellt inkluderande perspektiv. Tidigare forskning visar att det finns positiva effekter av att använda sig av tecken som ett komplement för att förstärka talspråket, speciellt för språksvaga barn. Det har framför allt fått konsekvenser för begreppsutvecklingen och ordförståelsen som innefattas i förskolans styrdokument. Tillvägagångssättet i studien var kvantitativ metod i form av en digital enkätundersökning som skickades ut till förskolor runt om i landet. Resultatet visade att majoriteten av pedagogerna hade en positiv inställning till användandet av tecken och att deras uppfattningar stämde överens med det som tidigare forskning påvisat. Avslutningsvis behöver mer forskning inom området utföras för att kunna säkerställa fördelarna i ett längre perspektiv. / Abstract All children in preschool are entitled to a stimulating language development process; to be able to express their feelings, needs and be actively involved in social interaction. The purpose of this study is twofold: Firstly, to deepen the understanding of how signing can stimulate children's language development complementary to speech in preschool regardless of difficulties in speech. Secondly, to investigate teachers’ attitudes to and opinions on the method from a socio-cultural theory and in inclusion perspective. Previous research shows that there are many benefits of using signing as a method to enhance the spoken language, especially for children with special needs. Signing has proved especially significant for improving literacy and language skills, which are important components of the pre-school curriculum. The approach in this study was a quantitative method produced as a digital questionnaire sent to different preschools around Sweden. The results showed that the majority of the educators saw positive effects of using signing as a complement to speech, which is consistent with previous research. In conclusion, further research needs to be conducted on the topic to be able to identify the long-term benefits.

Vi har valt att undersöka hur skönlitteratur används i undervisningen då vi anser att skönlitteratur kan utveckla lärandet och användas i många olika aspekter i undervisningen. Vårt gemensamma intresse av skönlitteratur skapade tanken att se hur det används i klassrummet. Målet var att få en insikt i hur skönlitteraturen används i undervisningen och få lärarnas samt elevernas tankar kring ämnet och hur de överensstämmer. För att få informationen om detta gjordes kvalitativa intervjuer med åtta lärare, en skolbibliotekarie och hundra elever. Resultaten visar hur lärarna arbetar kring skönlitteratur och även deras syn på hur den skulle kunna användas. Även elevernas tankar kring skönlitteratur i både undervisning och hemmamiljö sammanställdes. Analysen av resultaten visar att skönlitteratur används i ämnet svenska och att det då är störst fokus på högläsning. Eleverna ser till största del positivt på skönlitteratur och vill ha mer av det i undervisningen. Lärarna menar att de skulle vilja använda skönlitteratur mycket mer men att det framförallt är tidsbrist som hindrar dem. / We chose to examine how fictional literature is used in education because we believe that fictional literature can aid learning and be used in many different aspects of education. We share a mutual interest in fictional literature and wanted to see how it is being used in the classrooms. The goal was to gain insight into how teachers, as well as students, are using fictional literature, their thoughts about the subject, and if the teacher´s and student´s views correspond. To gain this information we chose to conduct qualitative interviews with eight teachers, one librarian, and one hundred students. The results show how the teachers implement fictional literature in their education, as well as their view on how it could be used further. We also compiled information from the students in regard to both using fictional literature in the classroom as well as how they use it at home. The analysis show that fictional literature is used when learning Swedish and that the focus is on reading aloud. The students mostly view fictional literature positively and would like to see more of it in their learning. The teachers reported that they would like to use it more as well, but that lack of time prevents them from doing so.

Syftet med studien är att beskriva och analysera grundskollärares upplevelser och erfarenheter av hur grundskollärare lyckas inkludera elever som läser efter grundsärskolans läroplan i en grundskoleklass utifrån följande forskningsfrågor.  Vilka utmaningar upplever grundskolläraren det finns med att undervisa utifrån två läroplaner?  Hur genomför och planerar grundskolläraren undervisning för den integrerade grundsärskoleeleven på individ, grupp och skolnivå?  Vilka möjligheter och hinder upplever grundskolläraren att det finns med integrerade grundsärskoleelever i grundskolan? För att nå syftet i denna studie är tolv kvalitativa intervjuer genomförda med grundskollärare som undervisar en grundsärskoleintegrerad elev inom årskurserna 1-6. Studiens teoretiska utgångspunkt är Nilholm och Göranssons (2013) tre definitioner på inkludering: den gemenskapsorienterade definitionen, den individorienterade definitionen samt den placeringsorienterade definitionen. Examensförordningen tydliggör att specialläraren bland annat ska ha kunskaper och färdigheter för att handleda och stötta kollegor i deras arbete kring grundsärskoleintegrerade elever. Studiens resultat visar att arbetet varierar hur grundskollärare arbetar med grundsärskoleintegrerade elever i grundskolan. Den största oron hos studiens forskningspersoner är ängslan och frustration över att tiden inte räcker till att planera undervisningen för den grundsärskoleintegrerade eleven. Det framkommer av studiens resultat att de integrerade grundsärskoleelever oftast är lokalintegrerad utanför klassrummet. Studien beskriver även forskningspersonernas upplevelser av möjligheter respektive hinder med att undervisa grundsärskoleintegrerade elever i grundskolan. / The purpose of this study is to describe and analyze elementary school teachers' experiences including students studying the special needs curriculum in their own class, based on the following research questions.  What challenges do elementary school teacher have integrating the two curriculums in one class?  How does the elementary school teacher implement and plan lessons for the integrated special need pupils on an individual, group and school level?  What opportunities and obstacles do elementary school teacher experience with a special needs pupil in an integrated class? To achieve the purpose of our study, we have conducted qualitative interviews with elementary school teachers who teach at a basic school for grades 1-6. As a theoretical point of departure, we have chosen to use Nilholm and Göranssons (2013) three definitions of inclusion; the community-oriented definition, the individual-oriented definition and the investment-oriented definition. The degree regulation clarifies special needs teachers with a focus on developmental disorder. The specialist teacher must, among other things, have the skills to guide and support colleagues in their work around special needs pupils that have been included in the classroom. The study's results show that work varies over how elementary school teachers work with students following the rules of the basic school law. The biggest concern of the study's research is the teachers’ anxiety and frustration that time is not enough to plan lessons for the special needs pupil. It is apparent from the study result that special needs pupils are still locally included outside the classroom. The study also describes the researchers' experiences of opportunities and obstacles to teach special need pupils in elementary school.

The purpose of this thesis is to examine the socio-cultural impacts that tourists and locals in Mallorca are experiencing. We want to study the locals’ and tourists' perceptions and impact they have on each other. Qualitative interviews have been conducted for this thesis, in which two different interview forms were used. One interview form was used to interview locals and another for tourists, and a total of 11 people were interviewed. The study is based on theories that includes socio-cultural impacts, cultural shock, Doxey's irridex model and codes of conduct. The result of this study is that both locals and tourists had in general positive perceptions of the socio-cultural effects. The positive effects they experienced was cultural- and knowledge exchange, create networks with tourists from around the world and to have multicultural meetings. It was only locals who felt the negative socio-cultural effects of tourism, and these effects were that tourists litter the streets, drinks a lot of alcohol, creates high noise levels and that tourism affects the traditions and local language. / Syftet med uppsatsen är att undersöka de sociokulturella effekter som turister ochlokalbefolkningen i Mallorca upplever. Vi författare har valt att studera lokalbefolkningensoch turisters uppfattningar som de har av varandra. För denna uppsats har det genomförtskvalitativa intervjuer, där två olika intervjuformer använts. Den ena intervjuformen användesför att intervjua lokalbor och den andra för turister, där totalt 11 personer har intervjuats.Studien utgår från teorier som behandlar bland annat sociokulturella effekter, kulturchock,Doxey's irridex-modell och codes of conduct. Resultatet av studien är att både lokalborna och turisterna i generella drag har positivauppfattningar av turismens effekter på ön. De positiva effekter som de upplevde var kulturochkunskapsutbyten, turismen underlättade att skapa ett nätverk med personer från helavärlden samt en upplevelse av mångkulturella möten. Det är endast lokalborna som anser attdet finns negativa effekter av turismen, vilket var att turister skräpar ner gator,överkonsumerar alkohol, är väldigt högljudda samt påverkar traditioner och det lokala språket.

This essay begins with a story that reveals the encounter between pedagogues and children in their free play. In the first part, To be with or stand outside I describe how me and my colleague who are in the pre-school yard meet children through the different ways we participate or don’t participate in their play. In the second part To lose participation, I present a situation where I participate in the children’s play. When I start reflecting on what happens among the other children, I lose my participation on the game. With a starting point in these situations my dilemma becomes how we pedagogues act and interpret children’s play in different ways even though we follow the same curriculum. The purpose of this essay is to investigate pedagogue’s participation in children’s play. I reflect on questions about what is happening in children’s play, what role do pedagogues have regarding children’s play and how children´s play affects by participant pedagogues. In my essay, I try to reflect over the meeting between me, my colleagues and the children on the pre-school yard. In the essay, I rely on Rogers Säljö’s sociocultural theory on how individuals are influenced by the interactions around them. In this case, I refer to the children’s interactions with their surroundings. I reflect upon how pedagogue’s participation is both important for understanding children’s play, but also in creating fun-filled learning. I also reflect on how children’s play must be respected and handled with care in order to not be interrupted or disturbed. During my writing, I have gained an understanding of how educators can be present in children’s play and how a varied view of educators can create a more nuanced approach toward the child group. / Denna essä inleds med en berättelse som synliggör mötet mellan barn och pedagoger i barns lek. I den första delen Att vara med eller stå utanför beskriver jag hur jag och min kollega på gården bemöter barn genom att delta eller inte delta i deras lek på olika sätt. I den andra delen Att tappa delaktighet gestaltar jag en situation där jag från början deltar i barnens lek. När jag börjar reflektera över vad som sker bland de andra barnen tappar jag mitt deltagande i leken. Med en utgångspunkt från dessa situationer blir mitt dilemma att vi pedagoger handlar och tolkar barns lek på olika sätt trots att vi ska utgå ifrån samma läroplan. Syftet med denna essä är att undersöka pedagogernas delaktighet i leken. Jag reflekterar kring frågor om vad som sker i leken, vilken roll pedagoger har i barns lek samt hur påverkas barns lek av delaktiga pedagoger. I min uppsats försöker reflektera och tolka vad som händer i mötet mellan mig, mina kollegor och barnen på gården. I essän utgår jag ifrån Roger Säljös tankar kring den sociokulturella teorin om hur individer påverkas av samspelet med andra. I detta fall barns interaktion med sin omgivning. Jag reflekterar också över hur pedagogers delaktighet både är betydelsefull för att förstå barns lek men också genom att skapa lustfyllt lärande. Jag reflekterar också över hur barns lek måste respekteras och handskas med försiktighet för att inte avbryta eller störa den. Under mitt skrivande har jag fått förståelse för hur vi pedagoger kan ta tillvara på barns lek samt att varierade synsätt hos pedagoger skapar ett mer nyanserat förhållningssätt mot barngruppen.