<p>The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment.</p><p>The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool.</p><p>The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school.</p><p>The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively.</p><p>A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.<strong></strong></p>

The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment. The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool. The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school. The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively. A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.

<p>The aim of the present study is to describe and analyse how an inter-cultural perspective presents itself in the didactic considerations and in the practice of preschool teachers on a multiethnic preschool.</p><p>The theoretical perspective upon which the study is founded is social constructivism, but in addition to this Ingegerd Municio’s idea of two existing discourses present within the institutions in the Swedish educational system, as well as René León’s concept of a diversified normality, has been used as theoretical tools and points of departure.</p><p>The empirical investigation consists of a qualitative field study at a multi-ethnic preschool, where participating observation and group interviews have been used to collect data. In these teachers from the preschool have participated.</p><p>The results and the analysis of the data show that an inter-cultural perspective surfaces in the didactic considerations and in the practice of the preschool teachers in their construction of a diversified normality. The diversified normality thus constructed is constituted through different social processes. I have here identified the following ones: the preschool teachers emphasize differences among the children in general, they allow that the children behave differently and they allow them to be different; they recognize “cultural” differences, differences in origin, and frames of reference, and they recognize that the children at the preschool are bilingual.</p>

The aim of the present study is to describe and analyse how an inter-cultural perspective presents itself in the didactic considerations and in the practice of preschool teachers on a multiethnic preschool. The theoretical perspective upon which the study is founded is social constructivism, but in addition to this Ingegerd Municio’s idea of two existing discourses present within the institutions in the Swedish educational system, as well as René León’s concept of a diversified normality, has been used as theoretical tools and points of departure. The empirical investigation consists of a qualitative field study at a multi-ethnic preschool, where participating observation and group interviews have been used to collect data. In these teachers from the preschool have participated. The results and the analysis of the data show that an inter-cultural perspective surfaces in the didactic considerations and in the practice of the preschool teachers in their construction of a diversified normality. The diversified normality thus constructed is constituted through different social processes. I have here identified the following ones: the preschool teachers emphasize differences among the children in general, they allow that the children behave differently and they allow them to be different; they recognize “cultural” differences, differences in origin, and frames of reference, and they recognize that the children at the preschool are bilingual.

Music is not mentioned to a large extent in the curriculum for Swedish preschools (National Agency, 2016). Preschool teachers don’t have any guidelines to relate to in their planning and implementation of music activities. This creates a complexity when working with music. Because of this further knowledge is needed in this area and that is why this study aims to illustrate didactic considerations in the planning and implementation of music activities in the preschool. This can further lead to inspire others to implement music in the preschool. The study looks closer at how music is valued and used as a didactic learning tool. This is done with the help of a questionnaire aimed at active preschool teachers (30 participants) and one interview. The study has a didactic perspective as a theoretical starting point and the results are analyzed and connected to the didactic triangle (Wahlström, 2015) and the didactic questions what, why and how (Ferm Thorgersen, 2012).   The result determines that music is a legitimate tool for developing children’s knowledge in several areas for example language, mathematics, science and movement. The result illustrates didactic considerations, how music activities are formed and the priority when planning and implementing music activities. The study also illustrates different ways of working with music and the preschool teachers relation to music. By contributing with new knowledge the study can therefore make it easier for others to work with music together with children in the preschool. If there are clear goals for learning and the activity is characterized by children’s influence can this lead to rewarding and fun music activities in the preschool. / Musiken har få nedslag i förskolans läroplan (Skolverket, 2016). Förskollärare och barn­skötare har därför inga tydliga riktlinjer att förhålla sig till i planering och utförande av musikaktiviteter tillsammans med barnen. Det skapas därför en komplexitet i arbetet med musik. Ytterligare kunskap behövs inom detta område och därför syftar studien till att synliggöra didaktiska överväganden i planering och utförande av musikaktiviteter i förskolan. Detta kan således leda till att inspirera flera att implementera musik i förskoleverksamheten. Studien fokuserar närmare på hur musik värderas och används som ett didaktiskt verktyg för lärande. Detta genomförs med hjälp av en enkätstudie riktad mot verksamma förskollärare och barnskötare (30 deltagare) och en intervju. Studien har ett didaktiskt perspektiv som teoretisk utgångspunkt och resultatet analyseras och kopplas till den didaktiska triangeln (Wahlström, 2015) och de didaktiska frågorna vad, varför och hur (Ferm Thorgersen, 2012).   Studiens resultat fastställer att musiken är en verksam metod för att främja barns utveckling inom flera områden som till exempel språk, matematik, naturkunskap och rörelse. Resultatet synliggör didaktiska överväganden, hur musikaktiviteter utformas och vad som prioriteras i planering och utförande. I studien synliggörs också olika arbetssätt och förskollärarnas och barnskötarnas relation till musik. Genom att bidra med ny kunskap kan studien därmed underlätta för andra att arbeta med musik tillsammans med barn i förskolan. Om det finns tydliga mål för lärandet och aktiviteten präglas av barnens inflytande kan detta bidra till givande och lustfyllda musikstunder i förskolan.

The purpose of this paper is to examine how teachers for the younger ages perceive the conceptof social issues and what subject-specific didactic considerations they make regarding them intheir social studies teaching. The research questions that the paper aimed to answer are whatsubject-specific didactic considerations teachers for the younger ages make in their teaching ofsocial issues, and what role does the teacher believe they take or should take in social studiesteaching. Previous research regarding teaching social issues has examined the teaching of olderstudents. This, together with the few descriptions in the policy documents regarding socialissues for younger students, is the basis for the interest to fulfill this study.The method is based on a phenomenographic research approach and empirics were collectedthrough qualitative semi-structured interviews. A total of six teachers were interviewed, withformal qualifications in the subject of social studies. Their answers were then analyzed basedon the theory within the phenomenographic research approach and Vygotsky's socioculturalperspective.The result consists of three qualitatively different categories that describe the teacher'sperception of the concept of social issues and teaching of the content including the purpose andmethod. The results show that teachers work with social issues from a democratic perspective,a values-based perspective and based on current events.