Adjust and apply the Revised Children s Diet Quality Index (RC-DQI) to evaluate the quality of pre-school student s diet in Aracaju /SE. Cross-sectional ) study with 910 pre-school students of both genders with age between 2 years and 6 years and 11 months, registered in municipal schools of Aracaju/SE. The charactheristics of the population were obtained through questionaries and food consumption was determined by 24 hours recording method. The diet quality was evaluated by an adjusted RC-DQI. The statistical test of Kolmogorov-Smirnov verified the normal distribution of variables, and the Pearson correlation checked the relation between the components of RC-DQI and the nutrient ingestion and the Kruskal Wallis verified the difference between the quartile. The statistical significance stabilished was of p <0,05. The RC-DQI average was of 58,95 points. The quartiles with best diet quality presented the higher ingestion of nutrients. A minimal score was found for fruits (61,2%), vegetables (75,1%) and children that were older and had more individuals per family presented the lowest diet quality. Families with higher incomes presented higher diet quality. The index showed that the diet quality needs enhancements (total score 58,95) and also showed a correlation between family income, structure, children s age and number of individuals in the same family. / O presente trabalho tem por objetivo adaptar e aplicar o Revised Children's Diet Quality Index (RC-DQI) para avaliar a qualidade da dieta de pré-escolares do município de Aracaju/SE. Estudo transversal de uma amostra de 910 pré-escolares, de ambos os gêneros com idade de dois a seis anos e onze meses, matriculados nas escolas da rede municipal de Aracaju-SE. As informações sobre as características da população de pré-escolares foram obtidas através de questionário e o consumo alimentar pelo método recordatório de 24h. A qualidade da dieta foi avaliada através RC-DQI adaptado. Foi utilizado o teste estatístico de Kolmogorov-Smirnov para verificar o grau de aderência da distribuição das variáveis à distribuição normal. Apenas a variável do RC-DQI apresentou distribuição normal. Para verificar correlação entre os componentes do RC-DQI e ingestão de alguns nutrientes foi utilizado correlação de Pearson e teste Kruskal Wallis para verificar a diferença entre os quartis. A significância estatística foi estabelecida em p < 0,05. Encontrou-se consumo inadequado (zero porções) de frutas em 35,6% da população, de legumes e verduras em 45,7% e consumo insuficiente (zero porções) de leite e derivados e alimentos fontes de ferro em 15,7% e 5,49% respectivamente. Além disso, observou-se também que as crianças apresentaram consumo excessivo de açúcar e suco, principalmente artificial e que as mesmas eram sedentárias. Foi verificado que as crianças com maior idade, inseridas em família de menor renda e com maior número de pessoas, apresentaram pior qualidade da dieta. O índice dietético identificou que a qualidade da dieta dos pré-escolares necessita de melhoras e as crianças que apresentaram dietas de melhor qualidade foram aquelas cujas famílias possuíam maior renda, menor número de pessoas e as crianças mais jovens.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A EducaÃÃo Infantil, como primeira etapa da EducaÃÃo BÃsica, requer um currÃculo plural que deve considerar, dentre outros aspectos, a organizaÃÃo do cotidiano das aÃÃes que acontecem enquanto as crianÃas estÃo na escola. Desde que a rotina à a categoria pedagÃgica relacionada a essa organizaÃÃo, este estudo estabeleceu como objetivo geral a anÃlise da rotina na EducaÃÃo Infantil, enfocando a sua contribuiÃÃo para o desenvolvimento da autonomia moral das crianÃas. Os objetivos especÃficos foram: a) caracterizar a rotina de uma classe de EducaÃÃo Infantil, com suporte nos seus elementos constitutivos: tempo, atividades, espaÃo e materiais; b) identificar as concepÃÃes da professora sobre rotina e autonomia; c) investigar a contribuiÃÃo especÃfica de cada um desses elementos para o desenvolvimento da autonomia moral das crianÃas. Para estudar a autonomia moral, este estudo fundamentou-se na teoria psicogenÃtica, de Piaget, especificamente em sua obra sobre âO juÃzo moral na crianÃaâ. A rotina foi discutida à luz das pesquisas de estudiosos nacionais e de outros paÃses. A pesquisa à de natureza qualitativa e utilizou tÃcnicas dos estudos etnogrÃficos. Os sujeitos foram as crianÃas de uma classe da prÃ-escola em uma instituiÃÃo pÃblica de EducaÃÃo Infantil e a professora. Para coletar os dados, foram utilizados os seguintes procedimentos: entrevista semi estruturada, anÃlise documental e observaÃÃo participante. Em relaÃÃo à rotina, os resultados indicaram: os horÃrios eram rÃgidos, os espaÃos inadequados e mal estruturados, as atividades nÃo despertavam o interesse das crianÃas e os materiais, alÃm de insuficientes, nÃo estavam disponÃveis para as crianÃas. Em relaÃÃo Ãs concepÃÃes da professora sobre rotina e autonomia, verificou-se pouca compreensÃo e falta de clareza sobre estes temas. Constatou-se ainda que o planejamento e o desenvolvimento das atividades, a organizaÃÃo dos espaÃos, a distribuiÃÃo do tempo, bem como as interaÃÃes da professora com a crianÃa, nÃo favoreceram o desenvolvimento da autonomia moral das crianÃas. Finalmente, vale ressaltar a existÃncia de total discrepÃncia entre as diretrizes metodolÃgicas da Proposta PedagÃgica que fundamenta o trabalho pedagÃgico da escola. / Early Childhood Education, as the first stage of Elementary School demands a plural curriculum which should consider, among other aspects, the organization of childrenâs daily actions while they are in school. Since routine is the category related to this organization, the present study aimed at analyzing the routine in pre-school education focusing upon its contribution to the development of moral autonomy in children. The specific objectives were: a) to describe the routine of a pre-school class, considering its elements: activities, time, space and pedagogical resources; b) to identify the teacherâs conception about routine and moral autonomy; c) to investigate the contribution of routine to the childrenâs moral autonomy. The theoretical framework of the study was Piagetâs theory, specifically its book âMoral judgment in childrenâ. Routine was discussed considering studies upon the theme carried out by national and foreign researchers. The study may be characterized as qualitative research which used ethnographic techniques. Data were collected by means of participant observation, interview and documental analysis. Considering the routine, the main results were: a) the schedules were rigid; b) the spaces were inadequate and badly structured; c) the activities were not interesting to the children and d) the pedagogical resources were not diversified. The teacher demonstrated little understanding related to routine and moral autonomy. The data also showed that the elements of routine- activities, time, space and pedagogical resources- as well as teacherâs interactions with the children have not contributed to their moral development. Finally, it is important to emphasize that there is a wide gap between the methodological orientation of the School Pedagogical Project which guides the schoolâs educational practies and its implementation in the observed pre-school classroom.

O ensino fundamental é a fase da construção de novas amizades e desenvolvimento de habilidades acadêmicas específicas. Desde que a criança ingressa no primeiro ano, está exposta a um universo novo, onde lhe são colocadas regras e responsabilidades além daquelas vivenciadas na educação infantil. Todos esses desafios requerem um repertório prévio para o enfrentamento, que a passagem pela educação infantil pode ajudar a construir. O objetivo principal do presente estudo foi investigar o impacto da freqüência à educação infantil (EI) sobre alguns indicadores de adaptação da criança no ensino fundamental, bem como verificar possíveis efeitos compensadores da freqüência ao ensino fundamental nas diferenças eventualmente observadas no início do terceiro ano. Como preditores de resultados acadêmicos, foram incluídas na pesquisa, além da variável frequência na EI, as seguintes variáveis: (a) da criança - potencial cognitivo, habilidades sociais, problemas de comportamento, autoconceito e nível de estresse escolar; (b) do contexto - envolvimento de um membro adulto da família na vida escolar da criança. A amostra foi composta por 294 participantes de ambos os sexos, estudantes das cinco escolas públicas de ensino fundamental de um município do Estado de SP com aproximadamente 23.000 habitantes. Os participantes foram divididos em três grupos: Grupo 0 - alunos sem acesso prévio à EI; Grupo 1 alunos com um ano de EI; Grupo 2 alunos com dois anos na EI. As crianças foram avaliadas em três etapas: 3º, 4º e 5º ano do ensino fundamental. Os professores também participaram como informantes nestas três etapas. Foram utilizados os seguintes instrumentos: Raven; TDE (Teste de Desempenho Escolar); Avaliação Pedagógica coletiva; Self Description Questionnaire (SDQ 1); Self Perception Profile for Children (SPPC); Inventário de Estressores Escolares, SSRS Formulário do professor e Escala de Envolvimento de um Membro Adulto da Família. Foram realizadas análises das qualidades psicométricas das escalas utilizadas, ANCOVA, MANOVA (medidas repetidas) e Análise de Regressão Linear Múltipla. Os resultados da ANCOVA sugerem que a freqüência à EI contribui para melhores resultados acadêmicos, habilidades sociais mais desenvolvidas, menos comportamentos problemáticos e um autoconceito mais elevado, controlada a variável nível socioeconômico. A MANOVA com medidas repetidas indica progresso significativo, ao longo dos anos, no potencial cognitivo, nas habilidades sociais e no desempenho avaliado pelo professor e por meio de teste (TDE), bem como melhora nos problemas de comportamento intemalizantes; diminuem algumas medidas de auto-conceito e o desempenho avaliado coletivamente. Os melhores resultados dos alunos com acesso à EI persistem no decorrer dos anos no ensino fundamental. O efeito da EI se manteve na regressão, junto com outros preditores, principalmente habilidades sociais de responsabilidade/cooperação e envolvimento da família; dimensões do autoconceito, potencial cognitivo, nível de estresse escolar e outras habilidades sociais contribuíram para a predição de alguns indicadores, em menor grau. A EI teve, pois, sobre o desempenho escolar posterior uma influência direta, além da influência indireta exercida mediante o fortalecimento de preditores como as habilidades sociais e o potencial cognitivo. O progresso observado ao longo do ensino fundamental não compensa a desvantagem inicial dos alunos sem acesso à EI. / Basic education constitutes a stage of construction of new friendships, and of development of specific academic skills. Since the time a child integrates its first school year/level, it is exposed to a new universe, where it faces rules and responsibilities, beyond those experienced in pre-school education. These challenges require a prior repertoire in order to surpass them, which pre-school education may help to construct. The main purpose of this study was to investigate the impact of pre-school education on some of the childrens indicators of adjustment to basic education, as well as to verify possible compensating effects, when attending basic education, for early pre-school influences that may possibly be observed in the beginning of the third year. As predictors of academic results, included in the research, besides the variable attendance to pre-school, were the following variables: (a) child variables - cognitive potential, social skills, behaviour problems, self-concept and level of school stress; (b) context variables involvement of an adult family member in the childs school life. The sample was composed of 294 participants of both sexes, pupils in five public basic education schools of a council in the State of São Paulo, which has approximately 23.000 inhabitants. The participants were divided into three groups: Group 0 pupils without previous access to pre-school education; Group 1 pupils with one year of pre-school attendance; group 2- pupils with two years of pre-school. The children were evaluated in three stages: 3rd, 4th and 5th levels of basic education. The following instruments have been applied: Raven, School Performance Test, collective Pedagogic Evaluation, Self Description Questionnaire (SDQ 1); Self Perception Profile for Children (SPPC); School Stressors Inventory, SSRS- Teachers Formulary and Adult Family Members Involvement questionnaire. Psychometric quality analyses were tested in the scales used, and ANCOVA, MANOVA (repeated measures), and multiple linear regression were also applied. The ANCOVA results suggest that attending to pre-school contributes to better academic results, more developed social skills, less behaviour problems and higher self-concept, when the socioeconomic level is controlled. The repeated measures MANOVA shows significant progress over the years, in cognitive potential, in social skills and school performance as evaluated by the teacher and through a test (TDE), as well as improvement in internalizing behaviour problems; some measures of self-concept and collectively evaluated school performance show decrements as children go on to more advanced school levels.The advantage of pupils who attended pre-school persisted throughout the years in basic school. The effect of pre-school education was maintained in regression, along with other predictors, mainly social abilities of responsibility/cooperation, and family involvement; self-concept dimensions, cognitive potential, school level stress, and other social skills contributed to predicting some indicators, in a lesser degree. The pre-school had, therefore, a direct influence on subsequent school performance, besides the indirect influence presented through the strengthening of predictors such as social skills and cognitive potential. The progress observed through basic school does not compensate the initial disadvantage of pupils without access to pre-school education.

Biscoitos à base de farinha de trigo foram preparados com a adição de 3% de concentrado de hemoglobina bovina, obtido pela técnica de secagem de sangue animal em \"leito de jorro\", e introduzidos na dieta de pré-escolares de uma creche em Teresina, Estado do Piauí, Brasil. O estado de nutrição em ferro foi avaliado antes e após a intervenção A análise da dieta consumida mostrou déficit calórico e de ferro de 60 e 40%, respectivamente, bem como adequação quantitativa de proteína. A prevalência de anemia por deficiência de ferro foi de 75% (Hb < 11 g/dl), sendo 41% destes de grau severo (Hb < 9,3 g/dl). Com a introdução na dieta de 5 biscoitos/dia (5mg Fe), durante 90 dias, houve repleção hemoglobínica (Hb > 11 g/dl) em 100% das crianças. / Wheat flour biscuits were prepared with the addition of 3% bovine hemoglobin concentrate obtained by the drying of animal blood in a spouted bed and were introduced in the diet of pre-school children from a kindergarten of Teresina, Piauí state, Brazil. Iron nutriture was evaluated before and after the intervention. The analysis of the diet consumed by the children showed energy and iron deficiencies of 40% and 60% respectively and a quantitative protein adequacy. The prevalence of iron deficiency anemia was 75% (Hb < 11 g/dl), 41% of these, of severe degree (Hb < 9,3 g/dl). With the introduction in the diet of 5 biscuits a day (5 mg Fe) for 90 days, there was hemoglobin repletion (Hb > 11 g/dl) in 100% of the children.

Orientador: Lilia Freire Rodrigues de Souza Li / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-21T15:52:29Z (GMT). No. of bitstreams: 1 Faicari_LilianydeMagalhaes_M.pdf: 2445419 bytes, checksum: 46e258668e0151bc18d866dba1295cd8 (MD5) Previous issue date: 2012 / Resumo: Introdução: O estado nutricional é um reflexo de diversos fatores que vão além da alimentação e exercem certa influência sobre a saúde de uma população. A avaliação antropométrica e de composição corporal de uma criança são importantes indicadores do crescimento progressivo, permitindo identificar precocemente risco de morbidades como desnutrição e obesidade. O objetivo deste estudo foi verificar a composição corporal e o perfil antropométrico de pré-escolares e escolares em escolas particulares em Campinas/SP e verificar se havia diferença destas prevalências entre os dois grupos. Métodos: Trata-se de um estudo do tipo transversal e analítico. Utilizando medidas antropométricas e de composição corporal foi avaliado o estado nutricional em alunos de 2 a 10 anos medindo: peso, estatura, circunferência abdominal e do braço, dobra cutânea triciptal e subescapular. A partir destas variáveis foram calculados z-score de IMC/I, P/I, A/I, e soma das dobras cutâneas. A associação e risco de obesidade e desnutrição entre os grupos estudados (pré-escolar e escolar) utilizando as diferentes variáveis foi analisadas através do Teste de Qui-quadrado e teste exato de Fischer, Odds Ratio e intervalo de confiança. Resultados: Foram avaliados 509 alunos com idade média e desvio padrão respectivamente de 5,54±2,2 anos, sendo 65% pré-escolares. As prevalências de sobrepeso e de obesidade bem como de desnutrição, variaram significativamente entre as avaliações antropométricas. Utilizando o IMC, 29% dos pré-escolares e 45% dos escolares apresentavam sobrepeso ou obesidade, com uma chance maior dos escolares de apresentarem sobrepeso e obesidade (OR 1,98, IC95% 1,33-2,94) enquanto que apenas 1,5% dos pré-escolares e 0,6% dos escolares foram classificados como desnutridos. No grupo pré-escolar 56% apresentavam eutrofia para massa magra pela AMB, e 27% excesso de adiposidade pela AAB. No grupo dos escolares 51% dos estavam com excesso de adiposidade pela AAB, e 46% dentro da normalidade para AMB. Conclusão: Concluímos que pelos índices de IMC para idade houve um risco aumentado de obesidade entre os escolares, ainda mais alto do que estudos referenciados, sugerindo que a prevalência de obesidade encontra-se ainda em xii ascensão em nossa população. Além disso, uma prevalência considerável de excesso de adiposidade foi encontrada em ambos os grupos / Abstract: Introduction: Nutritional status is a reflection of many factors beyond the food intake and exert some influence on the health of a population. Anthropometric and body composition of a child are important indicators of progressive growth, allowing early identification of risk for morbidities such as malnutrition and obesity. The aim of this study was to assess body composition and anthropometric profile of preschool and school children in private schools in Campinas / SP and investigate if there was a difference between the prevalence of these two groups. Methods: This was a cross-sectional analytical study. Using anthropometric measurements and body composition was assessed the nutritional status of students 2-10 years old measuring weight, height, arm and waist circumference, triceps skinfold and subscapular. From these variables were calculated z-score of BMI / A, W / A / I, and sum of skinfolds. The association and risk of obesity and malnutrition among the groups (pre-school and school) using the different variables was analyzed using Chi-square and Fisher's exact test, odds ratio and confidence interval. Results: A total of 509 students with a mean age and standard deviation of 5.54 ± 2.2 years respectively were evaluated, and 65% were preschool children. The prevalence of overweight and obesity and malnutrition, varied significantly between anthropometric assessments. Using the BMI, 29% of preschoolers and 45% of students were overweight or obese, with a lower chance of schoolers being overweight and obesity (OR 1,98, 95% CI 1,33 to 2,94) while only 1.5% of preschool children and 0.6% of students were classified as malnourished. In the preschool group 56% presented eutrophy for lean mass, and 27% excess adiposity by AAB. In the group of the students, 51% were with excess adiposity by AAB, and 46% within normal ranges for AMB. Conclusion: We conclude that using the BMI for age there was an increased risk of obesity among school children, even higher than referenced studies, xiv suggesting that the prevalence of obesity is still on the rise in our population. Furthermore, considerable prevalence of obesity was found in both groups / Mestrado / Saude da Criança e do Adolescente / Mestra em Ciências

The purpose of this study is to find out if preschool teachers have any ideas about teaching children in an outdoor environment and what these ideas are. We were also interested to see if the preschool teachers felt that there were any obstacles to teaching in the outdoors.   Through a phenomenological perspective, we have conducted qualitative interviews with six preschool teachers in the Stockholm area. The interviews have since been analyzed and thematized and after that presented in our study.   In our study, we have found that preschool teachers do have ideas about how children learn in an outdoor environment. These ideas we have divided into two themes, a theme in which the preschool teachers have found difficulties within the outdoor space as a learning environment and a theme through which we can see through their unreflected thoughts that they posses practical knowledge of the importance of learning in an outdoor environment.

1 Title Creation and implementation of project of invironmental upbringing in pre-school education Abstract This enclosed thesis look into making and realizating a project of enviromental studies in preprimary education which main target is to improve relationship between children and animals based on gained information about animals, direct observing of animals and actual spending time and doing tasks with living animals. The theoretical part of this work is the general definition of the project - its characteristics, features of educational project, production methods and procedures for project evaluation, as well as characteristics of preschool children with emphasis on the age of 4-7 years in a child's life, for which the project is processed, personality theory teachers in pre-school (his creativeness), the definition of environmental education in the FEP and the concept of environmental sensitivity, the influence of animals on child development preschool dedicated to the use of animals in kindergarten and the possible risks hindering the child in contact with a live animal (allergies phobia). The practical part of the detail devoted to the description and implementation of the prepared project, including its evaluation followed by action research that maps the triangle respondents child - parent -...

Det är känt att ambulanspersonalens omhändertagande av barns smärta kan bli bättre. Akut smärta hos barn är en vanlig orsak till att barn söker ambulanssjukvård. Barn i för- skoleålder utgör en utmaning på grund av bristerna i den språkliga och kognitiva ut- vecklingen, som gör det svårt för dem att kommunicera kring sin egen smärta. Att ge- nomföra en adekvat smärtskattning hos barn är ett sätt att mäta deras smärta och därige- nom utföra en lämplig behandling, samt kunna utvärdera effekten av genomförd be- handling. Idag är VAS det vanligaste smärtskattningsinstrument som används i ambu- lansen, det är endast validerat från barn &gt; 8 år. Syfte: Att undersöka hur smärtskattning av barn i åldrarna tre till sex år inom prehospital akutsjukvård genomförs och vilka för- utsättningar som finns för att genomföra smärtskattning. Studien är en integrativ littera- turstudie. Tio artiklar ingår i studien, åtta kvantitativa och två kvalitativa. Sökning efter vetenskapliga artiklar skedde i databaserna Pubmed, Cinahl och Embase. Artiklarna granskades med SBU:s granskningsmall. Resultatet visar på olika sätt hur ambulansper- sonal försöker förstå barns smärta, men att det i dagsläget finns mer att önska. Smärt- skattning kan utföras oftare men kunskap och erfarenhet saknas om hur och varför man ska smärtskatta. Behandlingsriktlinjer räcker inte för att öka frekvensen samt förbättra utförandet av smärtskattning. I ambulansmiljö saknas det validerade instrument till barn i  förskoleåldern. Förutsättningar för att använda validerade smärtskattningsinstrument visade sig vara kunskap och erfarenhet. Både personalen och verksamheten har ett an- svar för att skapa förutsättningar till smärtskattnings. Det för att öka chansen till en hållbar vårdrelation.

Abstract   The Swedish government has commissioned to develop pre-school science activities. This study investigates how different pedagogs work with the science goals from the curriculum. The purpose is also to see how the pedagogs education and attitude towards science affect the activities at the pre-school. Three pre-schools took part in the study, two which has science orientation and one which does not have a specific orientation. Eight pedagogs has participated and six of them has a science education and two does not. The methods used in the study are interviews and observations. The result shows that the pre-schools with science orientation more often work with ecology, technology and experiments than the pre-school with no specific orientation. They also offer more science activities and work thematical and in project form in reaching the goals in the curriculum. A less emergent result in the study is that pedagogs with science education has a little bit stronger confidence when working with children and science than their colleagues with no science education. These pedagogs with no science education also mention that they need further education to be able to work with science for children in a satisfying way. Even so, the pedagogs without science education also works with this. / Sammanfattning   Sveriges regering har gett i uppdrag till förskolan att utveckla sin naturvetenskapliga verksamhet. Den här studien syftar därför till att undersöka hur olika pedagoger arbetar med läroplanens strävansmål för förskolans naturvetenskap. Syftet är också att se hur pedagogers utbildning och attityd inför naturvetenskap relaterar till den naturvetenskapliga verksamhet som bedrivs. Tre förskolor ingår i undersökningen, två med naturvetenskaplig inriktning och en utan sådan inriktning. Åtta pedagoger har deltagit och av dessa har sex stycken naturvetenskaplig utbildning. Som metod har både intervjuer av pedagoger och observationer av en naturvetenskaplig aktivitet använts. Resultatet visar att förskolorna med naturinriktning arbetar mer med ekologi, teknik och experiment. Dessa bedriver naturvetenskaplig verksamhet fler gånger i veckan och använder teman och projekt i arbetet mot läroplansmålen vilket inte förskolan utan särskild inriktning gör. Ett något mindre framträdande resultat i studien är att pedagoger med särskild naturvetenskaplig utbildning har något bättre självförtroende inför aktiviteter med naturvetenskapligt innehåll för barn samt att pedagoger utan särskild utbildning i ämnet själva säger sig behöva fortbildning för att kunna arbeta med det på ett tillfredsställande sätt. Trots det arbetar även pedagoger utan naturvetenskaplig utbildning med ämnet.

Abstract The purpose of this study was to contribute knowledge about the perceptions that pre-school teachers have of children’s influence, participation and democratic work in pre-school, and whether and if so how they work for the children to be able to have influence and to be involved in their daily lives at pre-school. To achieve this, I have done five interviews with five educated pre-school teachers. The results revealed that pre-school teachers think that democracy, influence and participation are concepts that are difficult to define. But it appears that the children can participate and influence their daily lives at the pre-school and also be involved in making decisions. To work with children's influence means that children get to choose what they want to play with and who they want to play with. They also come up with ideas and wishes for things they want to do, which the pre-school teachers then must try to meet. Pre-school teachers are trying to be sensitive and observant as they work to fulfill children's wishes and choices of activities. It was also revealed that children perspective is a large and important part of children's influence and participation in preschool. If you see children as small and ignorant, it becomes easy that they not get the chance to influence because they think they can’t do some things or that they are too small for various activities. It also appears that it is the adults who often set up the few barriers to children’s influence and participation. Key word: pre-school teacher, influence, participation, democracy / Sammanfattning Syftet med detta arbete är att bidra med kunskaper om vilka uppfattningar pedagoger har om barns inflytande, delaktighet och demokratiskt arbete i förskolan, och hur de beskriver att de arbetar för att barnen ska ges möjlighet till inflytande och delaktighet i sin vardag på förskolan. För att uppnå detta har jag gjort fem kvalitativa intervjuer med fem utbildade förskollärare. I resultatet framkom det att förskollärarna tycker att demokrati, inflytande och delaktighet är begrepp som är svåra att definiera, men det framkommer att barnen ska få vara med och påverka sin vardag på förskolan och få vara delaktiga i beslutsfattande.  Arbetet med barns inflytande kan handla om att barnen får välja vad de vill leka med och vem de vill leka tillsammans med. De får också komma med idéer och önskningar om saker de vill göra, som pedagogerna sen får försöka uppfylla. Genom att pedagogerna försöker vara lyhörda och observanta så arbetar de efter att uppfylla barns önskningar och val av aktiviteter. Det framkom också att barnsynen är en stor och viktig del i arbetet med barns inflytande och delaktighet på förskolan. Om man ser barn som små och okunniga så blir det lätt att de inte får chansen till eget inflytande eftersom man tror att de inte kan eller att de är för små för olika aktiviteter. Det framkommer också att vi vuxna ofta sätter upp de hinder som finns för inflytande och delaktighet. Nyckelord: förskollärare, inflytande, delaktighet, demokrati