The purpose of this study is to investigate the view of educators on their participation in free play in preschool. Free play is a typical activity for preschool. Engdahl & Ärlemalm-Hagsér (2015) highlight Fröbel as creator of the concept of free play. According to Fröbel, free play is characterized by creativity, freedom, repetition, learning and development (p. 145). Lindgren, Pramling & Säljö (2017) also motivate free play as chosen and led by the children themselves (p.148). With the revised curriculum, play has generally changed and more space has been given. However, the concept of teaching has been added, which means that the free play is being overshadowed. The curriculum for preschool does not highlight the concept of free play, but play in general, where children must be given the conditions for play so that they themselves initiate and that someone in the work team introduces the play to them (p. 8). Play should have a central place in preschool education, where an approach for everyone who is a part of the work team is to encourage play and confirm the importance of play for children’s development, learning and wellbeing (p.8). Nilsson & Lecusay (2020) believe that play is human’s most distinctive feature (p. 78). and that adults should actively contribute to children’s plays (ibid p. 82). As teaching has taken over most of the activities, there is a fear that the play will be overshadowed and taken for granted. Free play may be seen as a normal behavior, which can lead to it being easily taken for granted (Pramling Samuelsson & Asplund Carlsson 2008, p. 629) and therefore must be encouraged and challenged by adults by participating in the play.

Syftet med intervjustudien är att undersöka hur personal på skyddat boende upplever sitt nuvarande arbete med barnen samt hur de tror att deras arbete kan påverkas av de nya lagändringarna som framförs i propositionen “Stärkta rättigheter för barn och vuxna i skyddat boende”, med utgångspunkt i att barn ska få egna placeringsbeslut. Empirin har samlats in genom intervjuer med åtta personal på olika skyddade boenden, såväl ideella som privata. Resultatet har analyserats utifrån professionsteori, handlingsutrymme och yrkeskompetens. Resultatet visar att personalen på skyddat boende har ett relativt stort handlingsutrymme i arbetet med barnen eftersom det inte finns någon reglering kring hur arbetet ska bedrivas. De arbetar för att barnen ska få känna en trygghet i att de befinner sig på en plats fri från våld och för att barnen ska känna sig inkluderade. Resultatet visar även att stöd och hjälp till barn ser olika ut beroende på vilket skyddat boende de befinner sig på eftersom kraven att arbeta med barnen, och därmed kompetensen och resurserna, varierar. Att barn ska få egna placeringsbeslut välkomnas av de flesta respondenterna då det ger upphov till tydliga riktlinjer i arbetet med barnen. Det framkommer dock farhågor kring att vissa barnhandläggare på socialtjänsten brister i kompetens om våld, samt att det kommer att leda till kortare placeringstider på grund av ekonomiska skäl. / The aim of study is to examine how staff in sheltered housing perceive their current work with children and how they believe their work may be affected by the new legislative changes proposed in the bill "Strengthened Rights for Children and Adults in Sheltered Housing", based on that children individually are going to grant a placement decision. The data were collected through interviews with a total of eight professionals in various sheltered housing facilities, both voluntary women's shelters and privately operated sheltered housing. The results were analyzed based on professional theory, discretion and professional competence. The findings indicate that professionals in sheltered housing have a relatively large discretion in working with children, as there is no regulation governing how the work should be conducted. They work to ensure that children feel secure in a place free from violence and to make them feel included. The results also show that support and assistance for children can vary depending on the specific sheltered housing facility, because the requirements to work with the children, and thus the skills, vary. Most professionals welcome that children individually are going to grant a placement decision, as it provides clear guidelines for working with children. However, there is a concern about social services child welfare workers lacking expertise in handling violence, and that the placement times are going to be shorter due to economic circumstances.

Brandmän arbetar i situationer av stark osäkerhet och risk. Ett fungerande lagarbete är en förutsättning för att de ska kunna hantera de faror som förekommer vid olyckor, samordna sin verksamhet, rädda byggnader och fordon, ta hand om drabbade människor och även undvika att själva bli skadade. Blivande brandmän måste alltså lära sig arbetssätt som inbegriper både samordning, interaktion och individuella insatser i en mycket speciell och krävande arbetsmiljö. Denna studie bygger på deltagande observationer och intervjuer inom den tvååriga yrkesutbildningen Skydd Mot Olyckor. I fokus står hur studenterna i komplexa insatsövningar lär sig en praktisk förståelse av lagarbetet i sitt kommande yrke. Studien analyserar hur övningarna organiseras som en samtidig rekonstruktion och simulering av operativa arbetsuppgifter. Skolans övningsverksamhet ses alltså som en del av ett bredare lärandefält och med nära relationer till räddningstjänstens operativa verksamhet. I studien ges en detaljerad bild av hur övningarna genomförs samt av hur studenterna lär sig skapa kontroll. Det gäller såväl över arbetets materiella villkor och tekniska utrustning som över sociala interaktioner i arbetslaget och emotionella reaktioner på osäkerhet och risk. Studien bygger på ett sociokulturellt lärandeperspektiv med emfas på praktik och lärande av praktisk förståelse. I studien kombineras perspektiv från sociologi och från Science-and-Technology-Studies (STS) för att fånga praktikens sociomateriella dimensioner av teknik, social koordinering och emotioner. / Firefighters work in situations of strong uncertainty and risk. A functional teamwork is a precondition in order for them to handle dangers occurring at accidents, coordinate their activity, saving buildings and vehicles, take care of victims and avoid being hurt themselves. Potential firefighters must learn working methods that involve bringing together efforts, interaction and individual achievements in a very special and demanding work environment. The study investigates how students, through their participation in complex reallife simulations of operational work, learn a practical understanding of firefighting practice. The study draws on participant observations and interviews within the two-year firefighter’s vocational training program, Skydd mot olyckor. The study analyzes how exercises are organized simultaneously as reconstruction and simulation of operational tasks. The training program is seen as part of a larger learning field with close ties to firefighting practice. The study gives a detailed account of how exercises are conducted and of how students learn to achieve control in and through work. That includes material conditions and equipment as well as social interaction within the team and emotional reactions on uncertainty and risk. The study uses a socio-cultural learning perspective with an emphasis on practice and practical understanding. Perspectives from sociology and Science-and-Technology-Studies (STS) are combined to capture the socio-material dimensions of the specific practice studied, including technology, social coordination and emotions.