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The present study investigated the associations of media use of children, media use of mothers, and parent-child interactions with behavioral strengths and difficulties in children. Screen time of 553 2- to 9-year-old children and their mothers were indicated by the daily durations of their TV/games console/computer/mobile phone use. The amount of parent–child interaction was indicated by the frequencies of shared activities at home. Behavioral strengths and difficulties of children were investigated using the Strengths and Difficulties Questionnaire. Children whose mothers reported high screen times (>/= 5 h/day) were significantly more likely to show high screen times (>/= 2 h/day). High screen time of children was associated with more conduct problems, more symptoms of hyperactivity/inattention and less prosocial behavior. High screen time of mothers was associated with emotional problems, conduct problems, and symptoms of hyperactivity/inattention. In contrast, a higher frequency of parent–child interactions was associated with fewer conduct problems, fewer peer-relationship problems, and more prosocial behavior of children. Children might use the media behavior of their mothers as a role model for their own media use. Furthermore, the findings suggest that media use of children and mothers and parent–child interaction contribute independently to behavioral strengths and difficulties of children.

“Whose needs come first?” is a scientific essay based on a self-experienced story about astudent in difficulties in school. It leads us to a dilemma about which students me as a youthworker in school and the after-school center should prioritize – a child in difficulties who is inneed of a lot of extra help and support but who also is very disturbing to others, or the rest ofthe students. The purpose of this scientific essay is to investigate who you judiciously shouldact towards the individual student and towards the whole class. Furthermore, the purpose isalso to examine how the schools' resources are generally distributed in school, how they aredistributed to children in need, which effect a diagnosis on a child could have on theallocation of resources, and how the parents' involvement could influence these decisions. The methods used to write the scientific essay are both the essay-writing itself, and also withrelevant literature present information from previous research, which connects to the purposeand the question formulations which are based on the purpose. Then, via a discussion andreflection highlight both the relevant and applicable on the self-experienced story, but alsocriticize the literature, because it is not often as applicable in the school’s reality as it soundseasy in the literature. Ethical and moral discussions are also an important aspect of the essay. This essay illuminates the difficulties of putting all the situations and all the students underthe same roof facing a dilemma, and that a lot of different factors could influence the outcomeof the situation, such as the environment, socioeconomic factors, background, culturalpreferences, and allocation of resources. / ”Vems behov kommer först?” är en vetenskaplig essä med utgångspunkt i en berättelse om enelev i svårigheter. Den leder oss fram till ett dilemma som handlar om vilka elever jag som fritidshemslärare i klassrummet och på fritidshemmet ska prioritera – ett barn i svårigheter som är i behov av mycket extra hjälp och stöd men som även stör klassen, eller resten aveleverna? Essäns syfte är att undersöka hur man omdömesfullt agerar gentemot den enskilda eleven och gentemot hela klassen. Syftet är även att undersöka hur skolans resurser fördelas generellt samt till barn i behov av extra stöd, och vilken påverkan en diagnos kan ha på resursfördelningen, samt hur föräldrarnas delaktighet i dessa beslut kan påverka. Metoden som använts till essäskrivandet är, förutom essäskrivandet i sig, att med relevant litteratur presentera information från tidigare forskning kopplat till syftet och frågeställningarna, vilka är baserade på syftet, och sedan med hjälp av diskussion och reflektion lyfta fram både det relevanta och tillämpbara på berättelsen, men även kritiseralitteraturen då det inte är lika tillämpbart i verkligheten i skolan som de får det att låta i teorin. Etik och moral är även en viktig aspekt som tas upp och diskuteras. Denna essä belyser svårigheterna med att dra alla situationer och elever över samma kam – att bland annat omgivning, socioekonomi, bakgrund, kultur och resursfördelning kan ha stor påverkan på situationers utfall.

In my essay, I will start with a story that represents my dilemma from my own experience. In the story, dealing with children that challenges teachers and other children in preschool, I wonder how I as a teacher can be fair and inclusive when I feel insufficient on several occasions. I reflect on my own approach because it can be difficult when we encounter children with different needs and abilities in preschool. I write the essay in experience-based essay form. The essays form makes it possible for me to reflect on my own experience and by using selected theoretical perspectives processing my dilemma. In my essay, I explore my own approach, what is meant by fairness and how the concept can be interpreted and how I can in the best way include all children in activities. I conclude that fairness from a perspective can be seen from the five criteria similarity, need, performance, compensation and rights. The teachers should reflect on their approach and take into account all the needs of every children based on their conditions. Fronesis, practical knowledge, is required to, among other things, make good judgement and to make wise decisions in preschool.