This paper aims to analyze how the Bible stories are transformed for children to understand the stories in the Children ́s Bibles. Moreover, I have analyzed how the narrator is telling the story in the Children ́s Bibles with focus on focalization. The Bible stories that will be analyzed is “The Creation”, “Cain and Abel” and “Birth of Jesus”. This paper will also address which child vision who is represented in Barnens bästa bibel, Barnens bibel and Bibel för barn. The theory of child vision is taken from Bonnie J Miller-McLemores book Let the Children Come: Reimagining Childhood from a Christian Perspective. Previous research on this aim shows that there has not been a lot of research written down. Therefore, this paper can contribute material for further studies. Martin Luther was the first person to create a bible for children and for people who couldn ́t read. In Sweden, there are only a few people who have done research in this field, and the bishop Sören Dalevi is one of them. In one of his articles, he concludes that certain characters in the children ́s Bibles are reflected differently from what they do in the Bible. To obtain answers to the aim of this paper, a structuralist narrative text analytical method and a comparative method have been used. It shows that Bible texts have received small changes. The authors of the Children ́s Bibles have adapted the Biblical text, so that it is easier for children to understand. In all stories in the Children ́s Bibles, one or more focalizations are included. Also, the three different child vision, premodern, modern, and postmodern, are also represented in any of Barnens bästa bibel, Bibel för barn and Barnens bibel.

Studiens syfte är att beskriva hur förskollärare erfar sina möjligheter att påverka barns självkänsla. För att bidra med ökad kunskap och förståelse kring arbetet med att stärka barns självkänsla, då det påverkar barns inflytande och delaktighet i sin vardag som är en del av förskolans demokratiuppdrag. Intervjuer används som metod för att undersöka förskollärarnas upplevelser samt vilka möjligheter och utmaningar de ser i arbetet med barns självkänsla. Det framkommer i analysen att förskollärarnas förhållningsätt är en viktig faktor i arbetet med barns självkänsla. Förhållningsättet ligger till grund för hur förskollärarna bygger upp relationer och samsynen förskollärarna får om barn. Förskollärarna beskriver samsynen som betydelsefull där en gemensam barnsyn och arbetssätt i arbetslaget upplevs gynna barns skapande av en god självkänsla och tilltro till den egna förmågan. Vidare visar analysen att förhållningsättet som förskollärarna väljer speglar hur de verkar som förebilder och ger barn förutsättningar till att tro på sig själva. Vilket gör det möjligt för barn att skapa förmågor till att våga göra sin röst hörd, för att vara delaktiga och få inflytande i utbildningen. / The purpose of the study is to describe how preschool teachers experience their opportunities to influence children's self-esteem. To contribute with increased knowledge and understanding of the work to strengthen children's self-esteem, as it affects children's influence and participation in their everyday lives, which is part of the preschool's democracy mission. Interviews are used as a method to investigate the preschool teachers' experiences and what opportunities and challenges they see in working with children's self-esteem. It appears from the analysis that the preschool teachers' approach is an important factor in the work on children's self-esteem. The approach forms the basis for how preschool teachers build relationships and the consensus preschool teachers get about children.The preschool teachers describe the consensus as important where a common view and working methods in the work team are perceived to favor children's creation of a good self-esteem and confidence in their own abilities. Furthermore, the analysis shows that the approach that preschool teachers choose reflects how they act as role models and gives children the conditions to believe in themselves. Which makes it possible for children to create the abilities to dare to make their voice heard, to be involved and gain influence in education.

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.