<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.

Vårt syfte med denna studie är att beskriva hur förskollärare planerar och stimulerar barns lärande ute på förskolegården, samt vilken roll förskollärare har i de planerade respektive de fria aktiviteterna på förskolegården. För att få svar på våra frågeställningar har vi intervjuat sex förskollärare på fyra olika förskolor utan någon uttalad utomhusprofilering. Resultatet av studien visar att det måste finnas ett syfte med utevistelsen på förskolegården. Det behövs en jämn fördelning av förskollärarens arbetsuppgifter vad gäller tid för observation, planering och genomförande av pedagogiska aktiviteter. Förskollärarna i studien menar att de även behöver tid för andhämtning, vilket det främst ges utrymme till i förskolans utemiljö. Förskolegården ses som en bra pedagogisk miljö för barnen att leka fritt i, där vuxna också har möjlighet att observera barnen. Barnen väljer företrädelsevis att leka i den naturmiljö som finns tillgänglig på förskolegården. Däremot används inte denna miljö i den pedagogiskt planerade verksamheten i så stor utsträckning som den skulle kunna göra. Vår tolkning är att miljön utanför förskolans gränser ges högre pedagogiskt värde än den som finns inne på förskolegården.

Syftet med vår studie är att få en inblick i om förskollärare är medvetna om hur de utformar innemiljön på förskolan och vilken barnsyn som speglar sig i deras pedagogiska miljö. Vi vill veta om förskollärarna utformar miljön så att den lockar till meningsskapande aktiviteter för varje barn. Frågeställningar: Vad har förskollärarna för tankar kring den pedagogiska miljön på förskolan? Vilken barnsyn speglas i de pedagogiska miljöerna? Hur utformar förskollärarna miljön så att den lockar till meningsfulla aktiviteter för varje barn? Uppsatsen tar sin huvudsakliga teoretiska utgångspunkt i det postmoderna perspektivet. Studien bygger på data bestående av sex intervjuer med förskollärare och observation av innemiljöerna på de förskolor som de är verksamma i. Vårt resultat visar att förskollärarnas tankar och barnsyn speglar sig i miljön. Miljön bör vara föränderlig och barnens intressen samt behov ska vara utgångspunkten vid utformningen. Detta för att varje barn ska hitta någon aktivitet som är meningsfull för dem. / The purpose of our study is to get an insight into if the pre-school teachers are aware of how they design the indoor environment at the pre-schools and which child perspective is reflected in their pedagogical environment. We want to know if pre-school teachers design their environment so that it invites to meaningful creativity and activity for each child. Questions: What thoughts do the pre-school teachers have regarding the pedagogical environment at the pre-school? Which child perspective is reflected in the pedagogical milieus/environments? How does the pre-school design the environment so that it invites to meaningful creativity and activity for each child? The paper takes its primary theoretical starting point in the postmodern perspective. The study is based on data from six interviews with pre-school teachers and observations of their pre-schools’ indoor environment. Our result shows, that the pre-school teachers’ thoughts and child perspective are reflected in the environment. It should be in constant change, and the child’s interests and needs should be the primary focus in the design of the environment. Each child needs to get the possibility to find some activities which can develop them.

<p>Syftet med vår studie är att få en inblick i om förskollärare är medvetna om hur de utformar innemiljön på förskolan och vilken barnsyn som speglar sig i deras pedagogiska miljö. Vi vill veta om förskollärarna utformar miljön så att den lockar till meningsskapande aktiviteter för varje barn.</p><p>Frågeställningar:</p><p>Vad har förskollärarna för tankar kring den pedagogiska miljön på förskolan?</p><p>Vilken barnsyn speglas i de pedagogiska miljöerna?</p><p>Hur utformar förskollärarna miljön så att den lockar till meningsfulla aktiviteter för varje barn?</p><p>Uppsatsen tar sin huvudsakliga teoretiska utgångspunkt i det postmoderna perspektivet. Studien bygger på data bestående av sex intervjuer med förskollärare och observation av innemiljöerna på de förskolor som de är verksamma i.</p><p>Vårt resultat visar att förskollärarnas tankar och barnsyn speglar sig i miljön. Miljön bör vara föränderlig och barnens intressen samt behov ska vara utgångspunkten vid utformningen. Detta för att varje barn ska hitta någon aktivitet som är meningsfull för dem.</p> / <p>The purpose of our study is to get an insight into if the pre-school teachers are aware of how they design the indoor environment at the pre-schools and which child perspective is reflected in their pedagogical environment. We want to know if pre-school teachers design their environment so that it invites to meaningful creativity and activity for each child.</p><p>Questions:</p><p>What thoughts do the pre-school teachers have regarding the pedagogical environment at the pre-school?</p><p>Which child perspective is reflected in the pedagogical milieus/environments?</p><p>How does the pre-school design the environment so that it invites to meaningful creativity and activity for each child?</p><p>The paper takes its primary theoretical starting point in the postmodern perspective. The study is based on data from six interviews with pre-school teachers and observations of their pre-schools’ indoor environment.</p><p>Our result shows, that the pre-school teachers’ thoughts and child perspective are reflected in the environment. It should be in constant change, and the child’s interests and needs should be the primary focus in the design of the environment. Each child needs to get the possibility to find some activities which can develop them.</p>

The aim of this study has been to get a better understanding of school counselors experience of their room for maneuver in a pedagogical environment. Consequently, examine the meaning of legitimacy and cooperation with other professions within the school. Our study emanates from six semi-structured qualitative interviews with school counselors that have been analyzed from a thematic analysis. The study consists mainly of three key concepts room for maneuver, cooperation and legitimacy. The result shows that there is a duality around their perception of these key concepts. School counselors find both strengths and difficulties in their profession and role at the school. Our conclusion is that school counselors need a clearer job description and support from mainly principals to enable the work more health-promoting and preventive in school. The school counselors described a desire for a central manager with an educational background more similar to theirs in order to make it easier for them to find their role at the school. ,

This essay uses a case study to examine in a particular school the nature of these interactions. By examining this case using ethnographic methods including walking tours and interviews the essay gains an insight into how the physical environment interacts with the learning environment in the school. The research identifies four main points of interaction. The need for ownership of space, the quality of the study environment, the atmosphere of the school and the need for privacy. These areas of interaction are identified also within the research with teaching staff at the school. From this research there appears to be evidence in favour of open school models which have significant variation and flexibility of space to allow for both teachers and students to adapt the environment to their various needs. The open school model does however invite significant benefits in terms of non-formal learning situations and new forms of interaction between teachers and students.