The purpose of my essay has been to illustrate any possible differences between pre-school teachers’ and parents' views on the mission of the pre-school put in relation to the pre-school curriculum. In my study I have taken a starting point in the following questions: How do pre-school teachers understand the mission of the pre-school? Do pre-school teachers recognize the term baby-sitting from their profession? How do pre-school teachers perceive the parents' view on the mission of the pre-school? How concerned are the parents according to the pre-school teachers about the pedagogical activities of the pre-school? What do the pre-school teachers do to inform the parents about the pre-school curriculum and how aware do they think that the parents are of the curriculum? What are the plans of the pre-schools to fulfill the new part of the revised curriculum that comes into effect July 1 2011? I chose to utilize the qualitative method with the hermeneutics as a theoretical framework in my study and through interviews study my questions. The interviews were made with four pre-school teachers from different pre-schools in the south of Stockholm. Central concepts in the study are baby-sitting and pedagogical activities. The concept baby-sitting does not have a proper definition but I have omitted from the School Law description that the pre-school operation should exist for the children whose parents are working or studying. When it comes to the concept pedagogical activity I have primarily omitted from Linder & Breinhild Mortensen, Niss och Johanson & Pramling Samuelssons theories. Since I have studied the view on the pre-school's mission in relation to the pre-school curriculum I have also included a short presentation of the curriculum documents in the section about the pedagogical activities. The results show that there are differences between different pre-school teachers' view on the mission of the pre-school and thus also between the view of the parents. A reoccurring problem throughout the whole study seems to be that the parents do not have the time or the energy to be committed within the activities of the pre-school.

Studien påbörjades med funderingar kring vad som egentligen händer under sommaren på förskolor och om det överhuvudtaget finns någon verksamhet. Syftet med studien är att ta reda på hur verksamheten i form av personal, barn, miljöer och aktiviteter, förändras på sommaren i förskolan. Syftet är även att synliggöra de berättelser personal i förskolan har om deras sommarverksamhet och hur skillnader, möjligheter och utmaningar beskrivs. Studien utgår från fenomenologisk teori och narrativ ansats. Detta då båda teorierna grundar sig i att synliggöra berättelser utan att lägga någon värdering i vad som berättas. Teorierna hjälper till att synliggöra en variation av fenomenet: sommarverksamhet. Studien utgår från en enkätstudie där kvalitativa och kvantitativa frågor har besvarats. Enkätsvaren har sedan tolkats och analyserats genom en narrativ ansats utifrån begreppen livsvärld, naturlig inställning och röst.      Resultatet i studien visar att sommarverksamheten skiljer sig åt jämfört med resterande års verksamhet då 103 av de 119 respondenterna svarade ja på denna fråga. Sammanslagningar är något som sker på de flesta förskolor under sommaren. Centrala delar som kan urskiljas i narrativet är att sommaren på förskolan beskrivs som spontan, innebär barnpassning, ofokuserad personal som räknar ner till sin semester och dagar som fylls av fri lek och fler utflykter än vad de brukar göra. Genom att lyfta fenomenet sommarverksamhet och synliggöra vad detta är vill studien bidra till personalens medvetenhet om denna period.

This study takes departure from the paradox between the emotionally priceless caring of one’s own child and the unwillingness to pay a high prize when outsourcing the care. The purpose of this study is to explore this paradox and how it is expressed and negotiated by; parents who pays for private childminding; and by the companies providing these services The empirical data consists of six qualitative interviews with mothers hiring babysitters for their children and 19 discussion threads from the internet forum Familjeliv. To contextualize this data four company profiles from the Swedish nanny-market were included together with the technical aspects of the Swedish tax deduction for household services. The data was analyzed in the light of marxist theory of work; concepts of spiritual and menial care-work; and emotional and monetary value. The result of this study indicates that when attaching monetary value of the childminding a close relation to the child – such as kinship – devaluates the care-work; however, when hiring a babysitter from a company parents wish them to build a close relationship with the child. This relationship then has a high emotional value, but when recognizing what the pricing of the care-work consists of, only the babysitters’ qualities and the menial parts of childminding, i.e. the chores, are mentioned. This study also shows that through hiring a babysitter the parents own time with their children gains a “higher quality”. I therefore argue that according to the parents the commercialization of childcare increases the emotional value of the parents’ care-work, but the monetary value of the payed care-work remains unchanged and low paid.

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