Title: The relationship between the occurrence of a trigger point in the soleus muscle and the functional impairment of the SI joint and the possibility of their mutual influence. Objectives/Aims: The aim is to write a summarization of facts based on a literature research on the complex problem of the trigger point phenomenon with a regard to their etiology and work out a pilot study to verify the relationship between the TrP and stiffness in soleus muscle and the functional impairment of the SI joint in terms of reduced joint play in the ipsilateral lower extremity. The experiment, based on objective results, is to answer the fundamental questions of whether patients with functional impairment of the SI joint leads to the formation of a TrP in the soleus muscle on the ipsilateral limb, whether the eventual dry needle therapy of a TrP in the soleus muscle will remove the malfunction of the ipsilateral SI joint, and vice versa, whether if by restoring joint play in the SI joint by mobilization therapy will have an effect on the muscle tone of the ipsilateral soleus muscle and remove the TRP. Methods: The incidence of TrP and the level of muscle tone was tested on 8 persons with functional impairment of the SI joint. Two even groups were formed. The first group had both a TrP in the soleus muscle and...

New research shows that adult participation in children’s play is beneficial for learning and development in early childhood. It is particularly socio-dramatic narrative play, in which children and adults co-construct the play events that is beneficial. Research also shows that teachers in the Swedish preschool tend not play with children. The Swedish Education Act and the Swedish Preschool Curriculum contain goals to strive for, specifically regarding play. Greater efforts and insight is needed to pave the way to increase the benefits for children through the use of play (Broström, 2017). The purpose of this study is to develop knowledge that contributes to understanding of the relationship between pretend play and children’s’ learning and development, as well as the development of preschool didactic and pedagogical activities based on this knowledge. To achieve this aim we drew on Cultural Historical Activity Theory to develop and conduct a case study at a municipal preschool. Data was gathered through observations of preschool children and staff in two units and through individual, semi-structured interviews with eight preschool teachers. We found that the preschool teachers rarely engaged fully in children’s play; however, when they did engage with the children in play, their involvement ranged from a slight involvement, to being a stage hand in the play, or being passively engaged in joint play with children. Our cultural-historical analyses revealed mediating activities that have an effect on if and how teachers engage in play with children. We conclude by arguing that teachers need more education about what type of adult child joint play that is beneficial and that the preschool directors have an important job to help manage the preschool teachers time and provide opportunities for them to reflect and document their work in such way that more time could be set apart for them to commit to being fully engaged with children in narrative pretend play.

No description available.