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The purpose of this study is to explore the different ways parents experience meetings with the preschool and the relationships between themselves and the preschool staff. The purpose is also to explore parents’ views of the shared responsibilities of the children’s formation at home and in preschool. To research this, a qualitative approach with interviews and an interpretative phenomenological analysis method, is applied in order to arrive at a more profound understanding of how the shared responsibility in formation is experienced by the parents. This approach is chosen to get an in-depth understanding of the parents’ understandings and experiences. The theoretical framework applied is Urie Bronfenbrenner’s theory of ecological development, chosen for its’s ability to explore different levels of a person’s encounters with a particular environment. The results highlight the complexity of parents’ interactions with the preschool as an organization. Parents have concerns with what happens at an organizational level, which reflects on the staff, and ultimately on the everyday environment of the children. Furthermore, the study shows that a good relationship between parents and preschool staff, and how this relationship is experienced by parents, are affected by aspects such as stability and an understanding of each other.  In the area of child development, parents regard children’s formation as their responsibility, while the formation and socialization that occurs in preschools are group oriented and focused on learning. From the parent’s perspective, the formation that teachers contribute to and work with in a preschool environment are focused on democratic values such as being a good friend, not fighting with each other, help each other and show empathy towards one another. In considering the organizational aspects of preschools, the communication levels between staff and parents have been limited due to the current pandemic, which has had an effect on parent-teacher relationships. The study highlights a need for further understanding and a more developed communication approach between parents, teachers, and management, as well as organizational transparency in an effort to increase parents’ understanding of the aims and works of preschool.

Studiens syfte är att analysera de upplevelser som föräldrar till barn med problematiskskolfrånvaro har gällande de insatser som skola, socialtjänst och andra aktörer erbjuder.Tidigare forskning visar att trots att skolpliktiga barn har rätt till utbildning enligt svensk lagfinns det idag barn som är frånvarande från skolan och inte kan fullfölja sin utbildning. Vidareär problematisk skolfrånvaro en av riskfaktorerna för både utanförskap och psykisk ohälsabland unga. För att kunna motverka problematisk skolfrånvaro är det av stor vikt attundersöka i vilken mån olika insatser och anpassningar hjälper barn med problematiskskolfrånvaro att fullfölja sin utbildning. För att besvara studiens syfte har fyra föräldrar tillbarn med problematisk skolfrånvaro intervjuats eftersom de besitter kunskap kring hur derasbarns skolgång såg ut både innan, under och efter insatser gjorts. Intervjuerna varsemistrukturerade och urvalet gjordes genom ett målinriktat urval. Intervjuerna analyseradesmed en tematisk analys där åtta teman identifierades. Studiens resultat visar på att anpassatschema och skolmiljö samt en nära dialog mellan föräldrar och skolan har upplevts fått enpositiv inverkan på barn med problematisk skolfrånvaro. Resultatet redogör även för negativaupplevelser som att skolan inte lyssnar på föräldrarna, att skolan kräver fastställd diagnos föranpassningar, bristande kunskap bland professioner och att ingen ser hela barnet och dessproblematik. Resultatet visade också att föräldrarna upplevde det som svårt att få rätt insatsför sina barn och att de själva fick ta ett tungt ansvar för att hjälpa sina barn ur problematiskskolfrånvaro. Bronfenbrenners utvecklingsekologiska teori har möjliggjort en djupareförståelse för hur insatser, anpassningar och samspelet som sker runt barnet påverkar barnet isin skolfrånvaro. Studien bidrar till en ökad förståelse för hur insatser, anpassningar ochannan hjälp från olika aktörer i samhället kan hjälpa barn att komma ur en problematiskskolfrånvaro. Studien redogör även för flera utvecklingsområden för aktörer kopplade till barnmed problematisk skolfrånvaro vilket är väsentligt för att kunna hjälpa fler barn att fullföljasin utbildning.

‘Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand.’ (Chinese proverb) Why is it that children in Year 6 have the ability to construct stories independently, yet at the start of Year 7 the same children have difficulties recalling this knowledge and understanding? Transfer from primary to secondary education has been widely debated for a number of decades. Despite this, Evans et al.’s (2010) evaluation of transition concluded that for over 20% of transferring children, the process remains problematic, leading to inconsistent progress, both academically and socially. Transition research has focused significantly on process and procedures, accumulating data from a wealth of stakeholders, but largely neglecting the voice of the child experiencing this process. My research centres on the child, documenting their learning journey through their transition from primary to secondary school. Galton et al (1999b) identify three elements supporting a child’s continuation of learning post- transfer: enthusiasm for learning; confidence in themselves as learners; and a sense of achievement and purpose. A significant contribution to these qualities is the socio- constructivist view that ‘talk drives learning.’ Clear differences in progress, learning and teaching are contained within the microsystems of classroom life. Therefore, to deepen understanding of contexts of transition it is essential to focus research on language and relationships within such systems. Bronfenbrenner’s bio-ecological framework (1979) provides a basis for an analysis of the contribution of microsystem relationships and sub- cultures to the social matrix of different and progressive classroom environments. My research used an exploratory multi-case study approach (Merriam, 1988a; Yin, 2009). Three distinct models of transfer were identified and examined in depth. Within each of these cases, the learning of a group of children was observed and key points discussed with them throughout the transition process. Therefore, my research explored transition in the broadest sense, through the child’s experiences. The research moved beyond myth and procedures in order to understand the tools a child needs to transfer into secondary school to ensure sustainable progress and enjoyment of learning. Each of the cases had their own model of transfer. The first, Case1, considered children transferring from the more ‘traditional’ primary school into a ‘secondary’ school. In the second, Case 2, children transferred within an ‘all-through’ school within the same building. The third, Case 3, operated within the experience of Case 2, but transferred from their primary setting into the all-through school (the same school as Case 2). The study expected Case 2 as being the best model of transfer and provider of seamless progression of learning for children in Years 6 and 7. However, each model had case-dependent issues that affect a child’s progress within the wider contexts of transition. As a result, the study acknowledged the impact of previous research and further considered this study’s impact on learning in meso and microsystems. Three main, associated arose across the case studies. The first considered teacher provision during the transition period identifying: • the importance of learning roles and relationships between the child and their teacher, and the child and their peers. • structures of accountability generated by Statutory Assessment Tests (SATs). Within a culture of test-based curriculum structures, the study discusses the impact on children’s learning within continual testing and reporting frameworks. It does not discourage the importance of developing basic skills, but considers the purpose of continually tracking and monitoring children throughout their transition period. The importance of standardised test scores is questioned, as these routines are not followed through post-SATs. • children encouraged to participate in new learning routines and contexts. However, the study identifies an absence of sufficient communication between schools that diminishes consistency of learning opportunities during transfer. In addition, the study highlights differing definitions of independent learning between individual school and classroom contexts. The second considered barriers to the continuous development of independent learning. It further identified the distorting influence of SATs, firstly on a child’s development of independent learning, and secondly, on differences of definition between primary and secondary contexts. It suggested that skills recognised in independent learning are situated within almost singular contexts of primary school. When transferring to secondary school, there is an increased challenge for children to transfer these skills into multifarious contexts. Finally, the study identified the differing challenges of language demands on a child’s continuous learning, specifically • inconsistencies of curriculum terminology between primary and destination schools. • differing language clusters that children develop during group work. I observed that these clusters were transferred within each independent learning activity, but were not recognised in the analysis of my secondary classroom observations. This raised the issue of teacher expectations, questioning whether on transfer teachers expect all children to be classified as ‘workers’, rather than consultant, leader, engineer or technician within group and learning activities. • the role of ‘strong’ and ‘weak’ learning relationships between effective partnerships of ‘novice’ and ‘expert’, concluding that weak novice-to-novice relationships affected the continuity of learning. Findings common across all three cases exposed wider implications for transition. These were compared to the ORACLE studies (Galton et al, 1999b; Hargreaves and Galton, 2002). Recommendations offered were to: • ensure the continuity of learning progression, • promote active participation in learning, • improve the quality of children’s work during the transition period.

Numerous research showed having a child with autism spectrum disorder (ASD) can affect families in many ways (Brace, 2009; DeGrace, 2004; Fantaroni, 2012). The primary types of impact include family relationship (spousal and sibling relationships), finances, and access to resources and services to assist with caring for the social, emotional and academic development of a child with autism (Grindle & Remington, 2014; Harper et al., 2013; Koydemir & Tosun, 2009; Ludlow, Skelly, & Rohleder, 2011; Montes & Cianca, 2014). While extensive studies have shown similar findings of the impact of autism on family quality of life in America and other places in the world, such as Africa, East of England and London, Jamaica, Toronto and Turkey, limited or no research has shown the impact of autism on family quality of life in The Bahamas. This study expands those findings and identifies parent perceptions of the quality of life for a family raising a child or children with ASD in The Bahamas. The purpose of this study was to identify parent perceptions of the quality of life for a family raising a child with autism spectrum disorder (ASD) in The Bahamas. This study employed the Beach Center on Disability (2006) Family Quality of Life Survey to collect data from a purposive and chain sample of 56 parents raising a child with autism spectrum disorder in The Bahamas. The data from the survey was statistically analyzed using descriptive statistics such as means, standard deviations, skewness, kurtosis, and correlation, and inferential statistics such as multiple regression, and coding for the four open-ended questions. The results of this study revealed the family quality of life for parents raising a child with ASD in The Bahamas was overall satisfactory with family interactions, parenting, and physical/material well-being being the areas of most satisfied, while emotional well-being and disability-related support were the least satisfied. The predictors for parenting, and emotional well-being were statistically significant for severity level, and educational level, respectively. The predictors for parenting a child with mild (p = 0.01) or moderate (p = 0.05) autism were higher than raising a child with severe autism. The predictor for emotional well-being for families with mother/guardian’s education level of a bachelor’s degree were the highest predictor and was statistically significant (p = 0.02). However, the predictor for emotional well-being for families with father/guardian’s education level of a bachelor’s degree was lower than father/guardian’s education level of a graduate/professional degree, which was statistical significant (p = .03). The correlation analysis revealed there was a positive and strong relationship between family interactions and physical/material well-being (p = .0003), and a positive and strong relationship between physical/material well-being and disability-related support (p = .0001). Emotional well-being and disability-related support also had a positive and strong relationship (p = .0001), and emotional well-being and physical/material well-being also had a positive and strong relationship (p = .0001). Educational workshop was identified as the dominant resources, but many indicated the lack of available resources. Evidence-based intervention (applied behavior analysis, speech therapy, occupational therapy) were identified as intervention/therapy services received, but most indicated the lack of available intervention/therapy, financial distress paying for these services, and dissatisfaction seeking resources and intervention services for their child with ASD. This study was significant as it highlighted and added to the knowledge relevant to parent perceptions of family quality of life raising a child with ASD. Identifying these perceptions would be useful toward improving services for families of children with ASD in The Bahamas. In addition, information gathered would assist in further development of effective programming initiatives specific for this population.

Studiens syfte är att studera de bakomliggande sociala faktorerna som kan bidra till utvecklingen av datorspelsberoende. Studien genomfördes kvalitativt genom att intervjua fem personer som själva ansett sig vara datorspelsberoende. Tidigare forskning som berört detta ämne har handlat om hur användare påverkas av spelet, och inte vad som lett fram tillatt det intensiva spelandet påbörjades. Som teoretisk utgångspunkt för studien valdes den utvecklingsekologiska modellen som användes för att studera individen utifrån ett mikro-,meso-, exo-, makroperspektiv. Våra data visar resultat främst på en mikronivå där vi fann att en problematik på denna nivå fanns genomgående för samtliga informanter. Vi fann också att datorspelsberoende passar in på de kriterier för beroende som satts upp av American Psychiatric Association trots att datorspelsberoende inte ingår i de erkända beroendena.

Övervikt och fetma är ett växande problem i samhället. Med hjälp av fysiskaktivitet kan man arbeta för att förhindra detta. Förskolan är en viktig del iarbetet, eftersom en stor del av alla barn mellan 1-5 år är inskrivna i förskolanoch spenderar mycket av sin vakna tid där. Forskning visar att det råder delademeningar om hur upplevelsen av att bo och växa upp på landsbygden ser ut.Syftet med den här studien är att utifrån ett utvecklingsekologiskt perspektivstudera hur verksamma förskollärare på landsbygden beskriver hur arbetet medfysisk aktivitet formas. Kvalitativa intervjuer med förskollärare verksamma pålandsbygden har genomförts för att försöka svara på syftet och frågeställningen. Resultatet i studien presenterar utifrån de olika nivåerna i den utvecklingsekologiska modellen informanternas svar. Dessa visar att för att kunnaskapa förståelse för hur olika instanser i samhället samverkar för barnet sombefinner sig i mitten av modellen. Slutsatsen av studien visar att utifrån Bronfenbrenners modell formas platsen, barnens närmiljö, genom olika nivåer isamhället. De nivåer som presenterats i studien visar på hur viktig interaktionen mellan dessa är för att förstå och kunna skapa förutsättningar för barn iförskolan att utvecklas inom fysisk aktivitet. / Overweight and obesity are a growing problem in society. With the help ofphysical activity, one can work to prevent this. Preschool is an important partof the work, as a large proportion of all children between 1-5 years old areenrolled in preschool and spend much of their waking time there. Researchshows that there are divided opinions about what the experience of living andgrowing up in rural areas looks like. The purpose of this study is to studyfrom a developmental ecological perspective how active preschool teachersin rural areas describe how work with physical activity is formed. Qualitativeinterviews with preschool teachers working in rural areas have been conducted to try to answer the purpose and the question. The results of the studypresent the respondents' responses based on the different levels of the developmental ecological model. These show that in order to create an understanding of how different instances in society interact for the child who is in themiddle of the model. The conclusion of this study shows that based on Bronfenbrenner's model the place, the children's local environment, is formedthrough different levels of society. The different levels presented in this studyshows how important the interaction between these are. By understandingand being able to create the conditions for children in preschool to develop inphysical activity.

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Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal. / De plus en plus précocement, le jeune enfant d'âge préscolaire est mis en contact à un contexte de socialisation autre que la famille, la garderie. À cet effet, l'éducation de l'enfant, rôle autrefois attribué presque uniquement à la famille, est aujourd'hui partagée par la garderie. Cette étude s'est penchée sur l'adaptation sociale des enfants au regard des pratiques éducatives des adultes de la famille et de la garderie dans le cadre de la perspective écologique de Bronfenbrenner (1979). Elle vise aussi à 1) examiner le rôle de la communication entre la famille et la garderie sur les relations entre ces pratiques éducatives et l'adaptation sociale des enfants et 2) à analyser les liens de continuité des pratiques éducatives des parents et des éducatrices sur l'adaptation sociale des enfants au préscolaire. Cette recherche a été réalisée au printemps 99 auprès de 37 parents et des 6 éducatrices responsables de leurs enfants. Les données recueillies provenaient de réévaluation par les parents et les éducatrices, des comportements sociaux des enfants au test PSA (Profil socio-affectif préscolaire, LaFrenière, Dubeau, Capuano et Janosz (1990) et Dumas et LaFrenière (1996)) et des pratiques éducatives avec le MCCP (Mesure de conduites de contrôle parental, Tessier, Pilon et Fecteau, 1985). Des informations ont été par ailleurs recueillies auprès des parents concernant la communication entre la famille et la garderie (Jacques, 1993). Les analyses de corrélations de rangs ont permis tout d'abord de mettre en évidence les relations entre les pratiques coercitives des parents et éducatrices et des comportements sociaux inadaptés notamment le retrait social et l'agressivité à la maison et à la garderie. En second lieu, la communication et son contenu entre la famille et garderie sont liés aux conduites agressives et à la variable du sexe des enfants. En dernier lieu, les problèmes d'adaptation sociale des enfants sont liés aux difficultés, aux attentes et aux obstacles à l'intérieur de la communication des parents avec l'éducatrice. Lors des analyses de corrélations partielles deux variables intermédiaires ont été considérées : 1) la qualité de la communication et 2) la connaissance du parent du milieu de garde. A cet égard, les résultats ne permettent pas de conclure que la qualité de la communication entre le parent et l'éducatrice puisse moduler de façon importante les relations entre d'une part les pratiques des adultes et d'autre part, l'adaptation sociale des enfants. Le rôle modulateur quant à la connaissance du parent du milieu de garde n'a pas été révélé sur les pratiques éducatives et les comportements sociaux. Bien que la continuité des expériences éducatives provenant de différents milieux ait été reconnue (Powell, 1989 et NAEYC, 1988), peu de liens de continuité sont ressortis de la présente recherche. Les résultats suggèrent des liens entre des conduites sociales inadaptés chez les enfants et la continuité de certaines pratiques éducatives des adultes : l'induction et la coercition. Ces résultats démontrent que la continuité de pratiques éducatives provenant des parents et des éducatrices n'est pas nécessairement liée de façon positive au développement de l'enfant. Finalement, les résultats ont été examinés à la lumière des limites méthodologiques.