Studien behandlar ämnet fonologisk medvetenhet där syftet är att bidra med kunskap om hur lärarna i två skolor i en kommun beskriver att de arbetar med att utveckla den fonologiska medvetenheten hos elever i förskoleklass och årskurs 1. Utifrån syftet formulerades två forskningsfrågor: Hur sker planering, genomförande och uppföljning av fonologisk medvetenhetsträning i förskoleklass och årskurs 1, enligt lärarna? Hur beskriver lärare sin egen kunskap om fonologisk medvetenhet? Studien är kvalitativ med semistrukturerade intervjuer som insamlingsmetod. Informanterna i studien är sju yrkesverksamma lärare i förskoleklass och årskurs 1. Datainsamlingen transkriberades och analyserades utifrån en hermeneutisk ansats. Det sociokulturella perspektivet har varit studiens teoretiska ramverk. Resultatet visar att kartläggning ligger till grund för hur lärare planerar undervisning av fonologisk medvetenhet. Vid genomförandet sker undervisning utifrån varierande arbetssätt med olika gruppsammansättningar, undervisningsmetoder samt medierande verktyg. Uppföljning av elevers fonologiska medvetenhetsträning sker med hjälp av screening, tester och/eller intervjuer. Trygghet i sin yrkesroll, kompetensutveckling och att aldrig vara fullärd beskriver lärarnas syn på sin egen kunskap om fonologisk medvetenhet. För att lärare ska kunna skapa en god undervisning för elevers läsinlärning krävs det att de har kunskap om fonologisk medvetenhet. The study is dealing with the topic of phonological awareness, the purpose of which is to contribute with knowledge about how the teachers in two schools in a municipality describe that they are working on developing the phonological awareness of pupils in pre-school class and grade 1. Based on the aim, two research questions were formulated: How does planning, implementation and follow-up by pupil’s phonological awareness take place in preschool classes and grade 1, according to the teachers? How do teachers describe their own knowledge of phonological awareness? The study is qualitative with semi-structured interviews as a collection method. The informants in the study are seven teachers working in preschool classes and year 1. The data was transcribed and analyzed using a hermeneutic approach. The socio-cultural perspective has been the study's theoretical framework The results show that mapping is the foundation of how teachers plan teaching of phonological awareness. During the implementation, teaching takes place by a variety of working methods, with different group compositions, teaching methods and mediating tools. Follow-up of pupils’ phonological awareness training is done by the means of screening, tests and/or interviews. Security in their professional role, competence development and to never be fully trained describe the teachers’ own view on their own knowledge of phonological awareness. In order for teachers to be able to create a good teaching for pupils' reading learning, they need to have knowledge of phonological awareness.

Text som gestaltar en skapandeprcess, där kvinnans kropp och rörelse står i centrum.

Syftet med studien är att synliggöra pedagogers beskrivningar av musicerande som verktyg för elevers språk-, läs- och skrivutveckling. Utifrån syftet har tre forskningsfrågor formulerats: Hur beskriver pedagogerna att de använder rim, ramsor, rytm och rörelse som verktyg i sin undervisning? Gynnar rim, ramsor, rytm och rörelse elevers språkutveckling, i så fall hur? Hur uppfattar pedagogerna en möjlig koppling mellan musik och språkutveckling? Studien är kvalitativ med semistrukturerade intervjuer som metod. Det insamlade materialet har transkriberats alternativt har anteckningar förts för att sedan analyseras utifrån en hermeneutisk ansats. Resultatet visar pedagogernas beskrivningar av hur musicerande kan få vara ett verktyg för elevers språkutveckling. Elever utvecklar sitt språk dels genom sånger, rim och ramsor, dels genom att använda musik, rytm och rörelse i ett sammanhang. Även den kognitiva förmågan stärks då elever arbetar tillsammans och använder hela kroppen som ett redskap för språkutveckling. / The purpose of this study is to make educators’ descriptions of music making visible as a tool for students’ language-, reading and writing development. Based on the purpose, three research questions have been formulated: How do the educators describe that they use rhyme, rams, rhythm and movement as tools in their teaching? Do rhymes, rams, rhythm and movement benefit students´ language development, if so how? How do the educators perceive a possible connection between music and language development? The study is qualitative with semi-structured interviews as a method. The material was collected and analyzed from a hermeneutic approach. The result show how music making can be a tool for students’ language development. Students develop language skills partly through songs, rhymes and rams, and partly by using music, rhythm and movement in a context. The cognitive ability is also strengthened when the students´ working together, and use the whole body as a tool for language development.

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In the past designers have almost exclusively focused on the senses vision, hearing and touch when creating. However, the sense of smell is a relatively unexplored area in design. In this study, the potential of scents in design will be tested by examining how a scent can be communicated visually. This research study is part of a project that is carried out in collaboration with a client who produces and sells scented candles inspired by the county of Bohuslän. The business is recently founded and the client finds it hard to make her products stand out on the market. Especially since the marketing of the products will primarily be carried out digitally, which means that potential customers will not be able to smell the candles. This is problematic since the scent is the main selling point of the product. The purpose of the study is to create knowledge about this relatively unexplored field and also to help the client make her products stand out on the market. The methods that were used are focus group discussions and co-design workshop practices. With support from the theoretical framework of the study a result is reached. It shows that it is possible to translate scents into visual images with the help of color theory and a model based on semiotics, which is presented in this study.

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The purpose of the study was to investigate how preschool teachers look at and promote physical activity in preschool with children 1-3 years. A qualitative approach in the form of group interviews has been used in the survey. Qualitative content analysis has been used to analyse the interviews. The results of the study showed that preschool teachers have an awareness of what physical activity means for children 1-3 years of age. The result also showed that preschool teachers are promoting physical activity in preschool with children 1-3 years of age. Through various physical activities inside and outside. The results show that the approach of the coal teachers is important in order to promote physical activity in preschool. How preschool teachers look at physical activity with young children is crucial to how it is integrated into preschool. The conclusions are that preschool teachers are aware of the importance of physical activity in relation to development, learning and wellbeing. Preschool teachers are also aware of the importance of their own approach in relation to physical activity. All preschool teachers are also aware of the importance of motor training for children 1 - 3 years.     Keywords: physical activity, physical inactivity, preschool teacher, motor skills

The purpose of this study is to gain an understanding of how teachers introduce and work with the concept of equality sign and an insight into how the students themselves perceive the concept. Based on this purpose, four questions were formulated; What view do the teachers themselves have about the sign of equality? How do the teachers describe that they introduce the equality sign for the students? What do the teachers think of the teaching aids, are they to any help in the work on the equality sign? What knowledge do the students possess when it comes to the equal sign? In order to find out this, five different teachers were interviewed who were chosen by comfort selection with their active year in mind, two group students were also conducted. The study has a qualitative starting point and is interpreted using content analysis. The result shows that the sign of equality is not a simple concept, it requires time. All teachers talk about the sign of equality as a relational sign. Something that all teachers speak warmly about is concrete material, checking off with the students often and varying their teaching. The teachers who used the study material saw this as a complement to the teaching, there was nothing that was followed slavishly.