Denna studie undersöker de pedagogiska tankar och uppfattningar som förskolepedagoger har gällande utevistelsen i förskolan. Studien omfattar tre parintervjuer och en gruppintervju med förskolepedagoger från fyra olika förskolor. Resultatet har visat att utevistelsen i förskolan inte planeras i samma utsträckning som inomhusvistelsen. Läroplanen i förskolan är tolkningsbar och när det gäller utevistelsen lämnas väldigt mycket till förskolepedagogernas egna tolkningar om hur de vill och ska arbeta med läroplanen när de befinner sig ute på förskolegården. Resultatet visar även att fri lek dominerar under utevistelsen och att pedagogerna gärna vill vara ”närvarande på avstånd”. Det har även framkommit att pedagogerna ser en del begränsningar som kan utgöra hinder för utevistelen. Dessa är bland annat stora barngrupper och att barnen inte ordentliga ytterkläder. Resultatet är analyserat utifrån ett socialkonstruktionistiskt perspektiv där det framkommit att utevistelsen genom vanemässigt handlande blivit en tradition som går på rutin. / This study investigates the pedagocial thoughts and opinions of nine preschool pedagogues from four different preschools, concerning the outdoor time. The result has shown, using interviews for gathering information, that the outdoor time in preschool is not to the same extent planned, as compared to the time spent indoors. According to the pedagogues, the curriculum for the Swedish preschool can be interpreted in many ways, therefore, it is up to the pedagogues to define what the curriculum means to them and decide how they want to work during the outdoor time. The result has also shown that free play is the dominating activity outdoors and that the pedagogues want to be “present from a distance”. It has also appeared that the outdoor time is limited because of difficulties such as large groups of children and a lack of proper clothes. The study is analysed from a social constructionism point of view and with this theory we have concluded that the outdoor time has, through habitualised actions, become a tradition in preschools.

This essay is a study of the core values of the Swedish preschool curriculum. The national preschool curriculum begins by outlining the foundation of core values which the preschool education rests on. In the new national preschool curriculum Lpfö18, which takes effect in the summer of 2019, the core values have been changed to some extent. This raises the questions: where do these core values come from and how different are they from previous core values? Therefore, the main research questions of this study are: what core values discourse is created in Lpfö18 and how does it compare to core values discourses from previous preschool curricula? The empirical data used for this study consists of extracts from different national preschool curricula and similar pedagogical texts in which core values are presented. To process the empirical data, the study used discourse analysis. In particular, the study used the terms “nodal points” and “floating signifiers” from theorists Laclau & Mouffe (2008) and was also inspired by the practices of text analysis outlined by Fairclough (2013). Through the use of discourse analysis, it has been possible to study continuity and change in the core value discourses as expressed in preschool curricular texts. The results show that the values most central to the core value discourse in the new national curriculum, such as democracy and human rights, can be traced back to the core value discourses in previous curricula and also to an international children’s rights discourse. The study also found that some core values from earlier curricula were still left as traces in the new text. Core values related to human rights in particular were found to be important in every version of core values discourse studied. However, there were also values which had been included in the discourse more recently or which had been excluded, which shows that there is both continuity and change in the preschool core values discourse.

Swedish demographics have been changing rapidly due to increased migration into the country, which is affecting the education as well. The Swedish preschool curriculum requires teachers to take into account the implications of the increase in cultural diversity of their preschools, however, the Curriculum does not provide concrete suggestions for how to work with the goals and values related to diversity. The aim of this study is to explore what it means to be an international English language school in Sweden, which has to negotiate the twin expectations of the Swedish curriculum to value cultural diversity and in the same time develop/maintain common heritage with a respect to the Swedish preschool curriculum. This case study is based on semi-structured interviews with staff members and two-day observations. Ecological Systems Theory approach has been adopted for interpreting the data. The data revealed that that the staff described various tensions related to their negotiating the demands of the curriculum together with approaches that, were used to balance or resolve these tensions. Two main themes were identified in the analysis: (1) Tools and practices used to negotiate the constraints of the Swedish curriculum and (2) The politics and practicalities of being an English-medium school, concerning language and teacher competencies. The results show that the school appropriated the Curriculum X and the DAT assessment tool, which appears to help them follow the Swedish curriculum’s goals and having them make children’s interests the leading factor in preschool activities. Furthermore, the results indicate that there are contradictions in maintaining an English-language atmosphere. Given the lack of relevant research, future research is needed to address a better understanding of what it means to be a language profile preschool in Sweden.

Throughout the world, children's contributions to the preschool education are key for respecting children's rights and establishing the environment of democratic relationships between teachers and children. However, it is unclear how, internationally, given the various cultural contexts and steering documents, teachers conceptualize a child and therefore engage children in their everyday practices at preschools. The aim of this study was to examine early career in-service Polish preschool teachers’ reflections on the Swedish curriculum’s view of the child and children's contributions to their own education, as well as to identify obstacles for incorporating these contributions in the Polish preschool teachers’ practices. Furthermore, the study aimed to document Polish preschool teachers’ conceptualizations of potential implementations in their own practices of the Swedish curriculum's principles and guidelines representing pre-schoolers as competent contributors. Four focus groups interviews were conducted with 11 early career in-service Polish preschool teachers. Results indicate that Polish preschool teachers do not generally support children's contributions and conceive of a child as incompetent and in the need of control. Nevertheless, when discussing Pedagogical Documentation as a tool to develop their work practices, the preschool teachers presented an altered view of a child and could identify possible implementations of the Swedish practices based on children's contributions. It might suggest that the way in which teachers conceptualize children vary according to the context and hence, Pedagogical Documentation could be a promising tool for promoting genuine contributions by children in Poland. Given the complexity of the phenomenon and the potential for changes in the Polish preschool provision, future large-scale research on how exactly the pedagogical tools, steering documents and the work environment can influence on the teachers’ practices, is recommended.

Abstract The purpose of this study is to clarify how pedagogues work with the new curriculum goal regarding reading and talking about text content in order to promote children's language development in various ways. Eight observations have been conducted and four qualitative interviews at four different preschools. Based on the socio-cultural perspective. The results show that preschool teachers have understood that reading aloud and talking about the read is important for children's language development, but the working method between the different preschools has varied.

The purpose of this study is to clarify how pedagogues work with the new curriculum goal regarding reading and talking about text content in order to promote children's language development in various ways. Eight observations have been conducted and four qualitative interviews at four different preschools. Based on the socio-cultural perspective. The results show that preschool teachers have understood that reading aloud and talking about the read is important for children's language development, but the working method between the different preschools has varied. / Syftet med den här studien är att synliggöra hur utbildade förskollärare förhåller sig till och arbetar utifrån målet i den senaste läroplanen (Lpfö18) angående högläsning och samtal kring det lästa för att utveckla språklig medvetenhet  och ordkunskap hos de äldre barnen. Åtta observationer och fyra kvalitativa intervjuer på fyra olika förskolor har genomförts. Studien tar teoretisk utgångspunkt i det sociokulturella perspektivet på lärande som beskrivs av Vygotskij. Resultaten visar att förskollärarna har liknande uppfattningar angående högläsning och samtal kring det lästa avseende värdet för barnens utveckling av språklig medvetenhet. Dock har arbetssättet för att nå detta mål varierat bland de olika förskolorna.