This essay begins with two stories that depict children with both a lack of care and care in exaggeration. My purpose with essay is to make socialization visible by discussing these scenarios and show how it is affected by both the lack of care and exaggeration of it. This is done by reflecting on and examining how the children in my stories are affected in the socialization process by their parents actions and decisions. But also taking in the educators' view of socialization and the importance of care for the child's well-being and opportunities for learning. As an educator, I Believe that we need to make visible and reflect on the cases that I have presented in my stories. This is to gain a better understanding of how we should respond to children whose social ability is reduced due to both lack of care but also excessive care. I will compare the care the children receive and how this goes together with socialization and also even why the subject is so difficult to talk about in preschool. Otherwise, I will reflect on my questions regarding the educators' knowledge, attitudes and responsibilities. The essay's structure is based on my stories. I will reflect and deepen the reflections by linking them to literature such as "social handling, sociala relationer" and to Mie Josephson's dissertation "Det ansvarsfulla mötet". / Denna essä inleds med två berättelser som speglar barn med brist på omsorg och omsorg i överdrift. Mitt syfte med essän är att synliggöra socialisering genom att diskutera detta och hur det påverkas utifrån både omsorgsbrist och överdrift. Detta görs genom att reflektera över och undersöka hur barnen i mina berättelser påverkas i socialiseringsprocessen av sina föräldrars agerande. Men även hur detta framträder mot bakgrund av pedagogernas syn på socialiseringen och omsorgens betydelse för barnets välmående och möjligheter till lärande. Som pedagog anser jag att vi behöver synliggöra och reflektera över de fall som jag har gestaltat i mina berättelser. Detta för att få en ökad förståelse för hur vi ska bemöta barn vars sociala förmåga reduceras på grund av både brist på omsorg men även överdriven omsorg. Jag kommer att jämföra den omsorg barnen får och hur detta går ihop med socialisering, även varför ämnet är så svårt att prata om i förskolan. Övrigt kommer jag reflektera över mina frågeställningar som handlar om pedagogernas kunskaper, förhållningssätt samt ansvar. Uppsatsens metod är essäskrivandet där jag utifrån mina berättelser reflekterar och fördjupar reflektionerna genom att koppla de till litteratur såsom “social handling, sociala relationer” samt till Mie Josefsons avhandling “Det ansvarsfulla mötet”.

A dissertation submitted to the Faculty of Education in fulfilment or partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at University of Zululand, South Africa, 2004. / The present investigation had two objectives. The first aim was to examine educators' attitudes towards the inclusion of mildly mentally retarded learners into mainstream education. The second aim was to determine the extent to which educators were influenced by factors such as gender, age, teaching experience, special education qualification and teaching phase qualification. A questionnaire was administrated to all race groups of educators teaching in mainstream primary schools, located in the Umlazi District. Fifty two and a half percent (52,5%) of the educators were found to have a positive attitude towards the inclusion of mildly mentally retarded learners in mainstream classes. Forty seven and a half percent (47.5%) displayed a negative attitude towards the inclusion of mildly mentally retarded learners in mainstream classes. Results also illustrated that the variables of gender, age and years of teaching experience have no influence on educators' attitude towards the inclusion of mildly mentally retarded learners in mainstream education. However, the results did indicate that there is a relationship between educators' qualification in special education and their attitude towards the inclusion of mildly mentally retarded learners in mainstream education. Fourteen percent (14%) had special education qualification and the majority of this group had positive attitudes towards the inclusion of mildly mentally retarded learners in mainstream education. Finally with regard to the variable of teaching phase qualification, there appeared to be insufficient evidence to make a decision as to the relationship between teaching phase qualification and educators' attitude towards the inclusion of mildly mentally retarded learners in mainstream education.

Relative differences in attitudes between educators and employers concerning training of the mentally retarded within Cache County were studied by analyzing their responses to 40 questions dealing with Academic, Personal, Social, and Vocational Skills. Academic Skills were found to show no statistical significance in terms of attitude differences expressed by educators and employers as they relate to successful employability criterion. Personal Skills were found to show no statistical significance in terms of attitude differences expressed by educators and employers tested as they relate to successful employability criterion. Personal Skills were found to show no statistical significance in terms of attitude differences expressed by educators and employers tested as they relate to successful employability criterion. Social skills were found to show statistical significance at the .10 level in terms of attitude differences expressed by educators and employers as they relate to successful employability criterion. Within this area, a higher mean score was recorded by employers than educators (44.83 to 42.90). This refers to the fact that employers, more than educators, feel that Social Skills are more important. Vocational Skills were found to show the highest statistical significance of the categories tested in terms of attitude differences expressed by educators and employers as they relate to successful employability criterion. The statistical level on this category was at the .01 level. A higher mean score was found within the employer segment of this category, 46.03, than that for educators 42.50.

Each year, teen pregnancy occurs in 750,000 15-to-19 year-old women in the United States (U.S.). Utah has the youngest population and the lowest teen abortion rates in the U.S. Approximately 73% of teen pregnancies in Utah result in live births. The prevalence of teen pregnancy and the nutritional risk to mother and child result in a much greater need for social support, such as nutrition education. Current literature shows that the paraprofessional model is effective in increasing positive behavior change through nutrition education. Presently, there is a lack of evidence that paraprofessional teens are capable of accurately and effectively teaching their peers nutrition information. This pilot study aims to measure the effectiveness of the peer-teaching-peer paraprofessional model in teen parenting nutrition education, and to demonstrate that peer educators ages 18-22 are capable of teaching their peers accurate nutrition information as effectively as adult paraprofessionals. In this pilot study, two females were trained to become paraprofessional peer educators. To supplement the training of peer educators, this pilot study developed and recorded a nutrition presentation for all six lessons of the paper version Missouri Extension Teen Parenting curriculum. Each trained peer educator taught 10 to 13 clients (ages 14 to 19) over three weeks. For evaluation, the study used pre/post comparisons. Assessment tools include teaching evaluations, pre-post test on nutrition knowledge, 24-hour dietary and physical activity recalls, and behavioral checklist. There was a significant difference in pre-post tests in knowledge, behavior, and exit survey among participants, indicating that peer educators are able to teach their peers effectively. Although not significant, peer educators' teaching accuracy score was high and improved consistently. Eighty-three of participants like or very much liked to be taught by their peers. Findings from this study showed great potential in having adolescents teach their peers as effectively as older educators.

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As our population grows, so does the noise pollution in our society. The problem with noise pollution is generally bigger in cities with higher populations. This can have negative effects on our health. One of our more sensitive environments when noise is involved can we find in our schools. The purpose of the study was to investigate if there was a difference in noisepollution between schoolyards in bigger and smaller municipalities and to investigate the educators' experience of noise pollution in schoolyards. In this study, noise pollution onschoolyards was investigated through a survey study that was sent out to educators in random municipalities in Sweden. The result in the study showed that there is a moderate problemwith noise levels at schools, however, these noises are not related to the schoolyard. The result also showed that there were no significant differences in experience of noise pollution on schoolyards or noise related health problems for educators working in small and large municipalities.

Bevarad gammal skog är viktig för att öka biodiversitet, begränsa klimatpåverkan, minska stressoch öka människors välbefinnande. Forskning visar att gamla svenska skogar kan försvinnainom 50 år om den nuvarande avverkningstakten fortsätter. Alltfler barn vistas idag alltmerinomhus och saknar möjlighet till vistelse och kunskap om naturen. Därför är det viktigt att ihögre grad än idag bevara och anpassa ny bebyggelse till skog och andra naturmiljöer.Syftet med detta examensarbete är att utforma en kreativ skogsintegrerad förskolebyggnad i endel av Trollesundsskogen. Skolfastigheter i Stockholm AB, SISAB har förslagit att bygga enförskola i området för 10 avdelningar. Förslaget har en rektangulär byggnad i 3 våningar och taren del av marken i anspråk med högst naturvärde. Därför har målet varit att föreslå ett alternativtförslag för förskolan som ger mindre påverkan på skogsmiljön, ökar barnens kunskap omnaturen och med en mer lekfull kreativ form.I samband med litteraturstudier om inomhus- och utomhusmiljöer har det gjorts olikawebbsökningar och en intervju. Med hjälp av studierna gjordes ett lokalprogram och ettsambandsschema för förskolan, för att sedan påbörja gestaltningsprocessen.Under arbetets gång har frågor om materialval, planering av förskolegård och antaletavdelningar som får plats i förskolan utretts. Förskolan har utformats som en bikakeform.Trämaterial dominerar i stomme, interiört och exteriört. Förskolegården har utformats med trezoner (en trygg zon, en aktiv zon och en vild zon). Det har antagits att förskoletomten kan rymma6 avdelningar, dvs ca 108 barn. Resultat i form av situationsplaner, planlösningar, sektioner,fasader och renderingar har redovisats. Resultaten har diskuterats med slutsatser och förslag förfördjupning i projektet.

I dagens samhälle utgör förskolor en viktig hörnsten i den samhällsstruktur som har byggts upp. Majoriteten av landets ett till femåringar deltar idag i förskolan och på många förskolor blir barngrupperna större än vad som rekommenderas av Skolverket. Det finns tydliga rekommendationer och riktlinjer gällande barns vistelseyta på förskolor från Skolverket och miljöförvaltningen. Även rekommendationer gällande storleken på barngrupperna är tydliga men trots det följs inte dessa på många förskolor av ekonomiska skäl. I samband med litteraturstudier har det gjorts studiebesök på fyra befintliga förskolor där olika pedagoger har intervjuats. Detta har gett mer kunskap om styrkorna respektive bristerna i förskolorna. Tillsammans med lagkrav, riktlinjer och pedagogernas erfarenheter har typförskolan Tårtan gestaltats, en förskola byggd ur barnens perspektiv. Typförskolan är flexibel med en planlösning utformad för att passa barngrupper allt från 17–24 barn. Storleken på barngrupperna ska avgöras utifrån förskolans ekonomiska förutsättningar men trots större barngrupper ska det inte vara en riskfaktor för verksamheten då tack vare den genomtänkta planlösningen. / In today's society, preschools constitute an important cornerstone of the social structure that has been built up. The majority of the country's one to five-year-olds participate today in preschools and in many preschools, the children's groups become larger than what is recommended by the Swedish National Agency for Education. There are clear recommendations and guidelines regarding children's accommodation at preschools from the National Agency for Education and Environmental Management. Even recommendations regarding the size of the children's groups are clear, but in spite of this, they are not observed at many preschools for economic reasons. In connection with literature studies, study visits have been made to four existing preschools where different educators have been interviewed. This has given more knowledge about the strengths and shortcomings of preschools. Together with legal requirements, guidelines and educators' experiences, the pre-school Tårtan has been formed, a preschool built from the children's perspective. The preschool is flexible with a floor plan designed to fit children's groups ranging from 17-24 children. The size of the children's groups should be determined on the basis of the pre-school's financial conditions, but despite the larger children's groups it should not be a risk factor for the business due to the planned planning.