The purpose of this study is to determine which approach preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children’s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were: What view on children, learning and knowledge does the preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool? Which role does the teacher believe that they should take regarding children’s learning? What differences and similarities can be identified in the teachers' perceptions? To carry out this study, I used a qualitative research method. I interviewed four preschool teachers, two from a Reggio Emilia inspired preschool and two from a traditionally operated preschool. The teachers’ approaches have been analyzed by a social constructionist view on the child, knowledge building, learning and the teacher's role. Dewey, Vygotskij and Freinet are the main theoreticians of the view on children and knowledge. Meanwhile modern researchers account for the theory regarding the role of teachers and the educational environment. The result of the study showed that all teachers had the same approach regarding children, knowledge, learning and their own role. My conclusion is that teachers' attitude permeates all activities and that it affects children's learning in the end. Although the pre-schools were conducted with different pedagogical approaches, this study revealed that there were no differences in teachers' ways of looking at the children, knowledge, learning and their own role in children’s learning.

Communication is central to all teaching, not least to enable the conditions for a democratic education. This study therefore aims to focus on the discursive shifts in how children and educators are positioned in preschool curricula (Skolverket, 1998; 2018) regarding communicative contexts. Discourse analysis makes it possible to express the changes, continuities, and possible shifts in power relations. This becomes particularly relevant when we are facing a possible editing of the curriculum, which is expected to bring changes in preschool (Regeringskansliet, 2023). From a contemporary historical perspective, it is therefore relevant to present how the view of communication and children's rights is communicated in the curricula.    By examining power relations and how they appear in the different curricula, this contributes to creating insight into how expectations of preschool teachers' professional practice are performed. Power relations affects the view of communication and children's democratic opportunities for influence.    An important difference between the two curricula is that the one from 1998 is more open to the interpreters of the educators, while the one from 2018 is goal-oriented and defines what the educators are expected to do. The older curriculum focuses on care and children's knowledge development, while the newer curriculum is more focused on children's opportunities to express themselves and gain influence. In the 1998 curriculum, the child appears as an active learning subject with ability to independently seek knowledge, while in the 2018 curriculum, the child appears as a subject which the educator leads forward and is responsible for. / Kommunikation är centralt för all undervisning och inte minst för att möjliggöra förutsättningar för en demokratisk utbildning. Denna studie ämnar därför fokusera på de diskursiva skiftningarna i hur barn och pedagoger positioneras i förskolans läroplaner (Skolverket, 1998; 2018) avseende kommunikativa sammanhang. Diskursanalysen möjliggör att synliggöra förändringar, kontinuiteter och eventuella skiften i maktrelationerna. Detta blir särskilt relevant när vi står inför en eventuell editering av läroplanen vilket förväntas medföra förändringar i verksamheten (Regeringskansliet, 2023). Ur ett nutidshistoriskt perspektiv är det därför relevant att presentera hur synen på kommunikation och barns rättigheter att kommuniceras i läroplanerna. Genom att kritiskt granska maktrelationer och hur de framträder i de olika läroplanerna, bidrar detta till att skapa insyn på hur förväntningar på förskollärarnas yrkesutövning. Genom att kritiskt granska maktrelationer påverkar synen på kommunikationen och barns demokratiska möjligheter till inflytande. En viktig skillnad mellan de två läroplanerna är att den från 1998 är mer fri och öppen för pedagogernas tolkning, medan den från 2018 är mer målinriktad och definierar vad pedagogerna förväntas göra. Den äldre läroplanen fokuserar på omsorg och barns kunskapsutveckling medan den nyare är mer inriktad på barns möjligheter att utrycka sig och få inflytande. I 1998 års läroplan framstår barnet som ett aktivt lärandesubjekt med förmågan att självständigt söka kunskap, medan i 2018 års läroplan framstår barnet som ett subjekt vilket pedagogen leder framåt och har ansvar för.

The aim of this study was to investigate how organizational and child-related factors, as well as the general approach, affect the child's participation and the extent to which children are involved in the child protection agency child care investigations. Based on the following questions, the study investigated to which extent, and in which way, children are involved in investigations: 1. To what extent and in what way are children involved in the Swedish child protection agency? 2. How are children's involvement affected of child-related factors? 3. How are children's involvement affected of organizational factors? The result has been analyzed based on Michael Lipsky's Street-level-bureaucracy (2010), in addition, Harry Shier`s (2001) participation ladder has also been used. The result showed that most of social workers considered that the factors of time, workload, competence development and staff density affects children's participation. Drawing on the answers from the study, we conclude that there is generally a high level of participation within the Swedish child protection agency. Children hold a significant place in social welfare investigation cases, although social workers could involve them to a greater extent in the decision making process.

Denna litteraturstudie utgörs av en kvalitativ textanalys av utvald kurslitteratur inom en förskollärarutbildning. Analysen har tagit stöd i Biestas teori om demokratiska dimensioner inom utbildning (Biesta, 2011a). Resultatet i vår studie visar på ett gap mellan det förskollärarstudenter får med sig från kurslitteraturen gentemot hur de ska praktisera och därmed realisera denna kunskap ute i förskolans verksamhet. Tillfällen för samtal och reflektion behövs för att kunna överbrygga detta gap som uppstår, och därmed mildra den osäkerhet som finns för utövandet av det komplexa uppdraget som förskolläraryrket innebär. Samtal och utbyte av erfarenheter kan verka som en bro mellan teorin och praktiken, och därmed är detta ett nödvändigt inslag inom förskollärarutbildning men även i förskoleverksamhet. / This literature study consists of a qualitative text analysis of selected course literature within a preschool teacher education. The analysis has been supported by Biesta's theory of democratic dimensions in education (Biesta, 2011a). The results of our study show a gap between what preschool teacher students get from the course literature in relation to how they should practice and thus realize this knowledge in the preschool's activities. Opportunities for conversation and reflection are needed to be able to bridge this gap that arises, and thereby alleviate the uncertainty that exists for the performance of the complex task that the preschool teaching profession entails. Conversation and exchange of experiences can act as a bridge between theory and practice, and thus this is a necessary element in preschool teacher education but also in bu