Denna studie undersöker förskolans musikstunder ur ett maktperspektiv baserat på Foucaults tankar och teorier om makt. Syftet är att förstå de maktutövanden som förekommer i den sociala interaktionen som sker mellan barn och vuxna i musikstunderna. Teorin vi utgått från och använder oss av är Foucaults beskrivningar av makt utifrån ett pastoralt och disciplinärt utövande. Den metod som används för insamlingen av materialet är observationer med täta beskrivningar, samt intervjuer. Analysmetoden har grundat sig i de begrepp som valts ut från det teoretiska perspektivet, och har sedan applicerats på det insamlade materialet.I resultatet gick att utläsa att de maktutövanden som främst förekommer i förskolans musikstunder är tillrättavisanden och inkludering. Det är främst pedagoger som tillrättavisar både barn och andra pedagoger, men även barn som tillrättavisar andra barn, och tillrättavisar pedagoger i stunder av maktförskjutning. Tillrättavisanden består i vissa fall av att pedagoger använder sig av en disciplinärt övervakande kroppslig makt där de ger barn en lätt beröring för att påminna dem om att pedagogen är närvarande och ser vad barnet gör. Den inkludering som syns består av pedagoger som på olika sätt använder sig av sin underliggande makt som ledare för att alla barn ska vara med och känna sig delaktiga.

In different municipalities, some children may attend pre-school five hours a day, three days a week while other children are there full time, from seven o'clock in the morning to five o'clock in the afternoon. This means for the children different conditions of learning if the pre-school does not work in a way where learning permeates throughout the school day. This is why we wanted to do a study on how pre-school teachers encourage learning in pre-school routine activities. Our aim of the study is to generate knowledge about routine activities that can contribute to create an equivalent pre-school for all children. This will be done by highlighting and analysing how educators have worked and planned for the routine situations in pre-school and problematizing the pre-school teachers´ perspectives on learning in different routine situations.The study is based on a socio-cultural perspective on learning with a method of interviewing three pre-school teachers at various pre-schools and conducting participant observations. The result of the study has shown us examples of how pre-school teachers work in different routine situations and we have seen different perspectives on learning. The concept of communication is something highly valuable for the learning process. We have also come to an understanding that routine situations can be adapted to the children in order to increase their feeling of safety.

Syftet med vår studie var att få fördjupad kunskap om hur pedagogers bemötande, roll, samspel och deltagande kan se ut i barns lek på förskolan, samt hur detta kan se ut i relation till vilka lekar som konstrueras. Detta genom observationer i den dagliga verksamheten inomhus. Observationerna är utförda på två förskolor i två olika kommuner i mellersta Sverige där vi observerat fem pedagoger och deras bemötande i barns lek. Resultatet av studien visade att pedagogernas bemötande är av stor vikt för barns lek, bemötandet mot och rollen i leken varierade också beroende på vilken slags lek som lektes. Det visade även att pedagoger antar olika slags roller i barns lek, till exempel som medlekare eller konfliktlösare. / <p>2019-12-20</p>

The aim of this study is to investigate Greek pre-school teachers’ perceptions about outdoor mindfulness practices. Mindfulness and place-based education are the main theories this study is based on. In this qualitative study, semi-structured interviews were conducted with eight Greek pre-school teachers and afterwards, the research data were analyzed by using Thematic Analysis. The results show that Greek pre-school teachers perceive the concept of outdoor mindfulness as a process of observation, awareness and connection. According to the pre-school teachers, by participating in outdoor mindfulness practices children can connect to their inner selves, to the other individuals and to the natural environment. Moreover, the participants show a positive attitude towards future systematic introduction of outdoor mindfulness in their lessons. Finally, this study gives space to Greek pre-school teachers so that they can express their own thoughts, understandings and suggestions on outdoor mindfulness practices. Starting from their perceptions on the topic an important step can be made for the further practice of outdoor mindfulness in pre-school education.

Research taking the perspective of gifted children’s own experiences is scarce. To this researcher’s knowledge, there exists none regarding their pre-school years in the Swedish context. Therefore, this study attempts to meet this need of knowledge by presenting the voices of young gifted people’s lived experience of their pre-school years. The purpose ofthe present study is to explore the lived experiences of a few adolescents and their own conceptions and experiences of their pre-school years. Two research questions assisted my exploration of the material: What in the adolescents’ narratives appears as of significance to them? and What does it mean to experience pre-school for these gifted adolescents? Taking a phenomenologically informed approach, five semi structured interviews with informants aged 10-18 where conducted. Previous research on young gifted children has focused mainly on identification of gifted children. There are studies that put forward children’s experience of pre-school, but very few seek the experience of gifted children. Phenomenological theories also helped in analyzing the results, Ahmed’s queer phenomenology and Schütz view on the lifeworld and the social world were used. The results show that four themes were of most importance to the children; stimulation, influence, relations with peers and relations with adults, although it was also found that each individual had his/her unique experience. To some, experiencing pre-school meant for example loneliness and anxiety, while to others it meant playing with friends and positive feelings. By using the theoretical terms from Ahmed (2006) and Schütz (2002) it was found that in order to reach an oriented state, stimulation seemed necessary. Social relations with children or adults and learning activities at the correct individually adjusted level seemed to give stimulation. Influence, for example by being allowed to be different (queer), seemed to increase the possibilities to reach stimulation. When lacking both social relations and intellectual stimulation, orientation does not seem possible and sometimes causes a long-lasting disorientation or crisis. When lacking social relations some compensation from learning activities might be possible and as a consequence orientation in these moments. Implications of the study include, like previous research has found, the need of knowledge of giftedness and resources in pre-school to enable meeting the needs of all children, but mainly the contribution is that this study clarifies the great need of research in the area of gifted children’s own experiences of pre-school in order to better inform the practice.

Syftet med studien är att undersöka pedagogers och  barns  uppfattningar om delaktighet och inflytande i förskolan. Datainsamlingen gjordes genom kvalitativa semistrukturerade intervjuer med fyra förskollärare samt fyra barn från två olika förskolor. Studiens resultat visar att barns inflytande påverkas av förskollärarnas förhållningssätt till barns inflytande. Förskollärarna tolkar inflytande som när barn ges möjlighet att påverka sin vardag samt att barns intressen ska var utgångspunkten när man planerar aktiviteter i förskolan. Det är viktigt att närma sig barns perspektiv och låta barn vara med och fatta olika beslut. Förskollärarna eftersträvar alltid inflytande men de menar att det finns vissa begränsningar för att arbeta med barns inflytande fullt ut. Exempelvis gruppstorlek, barns ålder och förskolans resurser. Resultatet visar också att barn tycker att de får vara delaktiga men att de får välja mellan färdiga alternativ som förskollärarna bestämt. Barnen uttrycker att det är bra att de är delaktiga men att de samtidigt önskar att de kan få vara mer delaktiga genom hela processen och ges mer inflytande. / The aim of this study is to examine children’s and pre-school teachers view of children’s influence. The data was gathered through semi-structured interviews with four pre-school teachers and four children from two different pre-schools. The result of this study shows that the influence of children depends on the teacher’s approach and attitude. Pre-school teachers view influence as when children are given influence of the school day and let them be part of the decision making. It is also important to listen children and also view it from a child’s perspective. At the same time, they believe that there are certain limitations when it comes to the influence of children. For example, large groups, the age of the children and resources at the preschool. The result also shows that the children believe and express that they have influence but the teacher give them alternatives that are decided beforehand. At the same time, the children express a wish that they would have more opportunities to be more involved throughout the process.

This study aims to examine play as a phenomena from a phenomenological approach. This I do by discussing a dominant approach to play, an perspective which is reproduced in the context of pre-school and in where the play and learning is in single focus. Using alternative perspective on play, mainly by Gadamer and Bakthtins philosophical thoughts about the feast or the carnival, contents differ significantly from educational or developmental psychology perspectives. I open up for an understanding of what play as ontology can be understood as, and thereby enable second readings. I illustrate this thought by an empirical example from a pre-school context which where created alongside with the children in the study. Thesis that has inspired the methodology and the empirical approach includes a feminist research tradition where power analysis and critical theory of science usually has been the main focus.

I vårt arbete har vi studerat hur pedagoger på förskolan arbetar med sagor för att främja barnens språkutveckling. I den första delen har vi beskrivit forskningsbakgrund. Där tar vi olika forskares synpunkter och åsikter om hur sagan användas för att utveckla barnens språk. Vi beskrev syftet med vårt arbete och bestämde problematiken som vi skulle arbeta med. I den andra delen redovisade vi vårt resultat utifrån våra genomförda intervjuer. Vi har använt oss av intervjuer för att få svar på de frågorna som vi var intresserade av. Vi besökte tre förskolor i två olika kommunen och intervjuade fyra förskollärare där. Vi ville få svar på frågorna i vilket syfte används sagan i förskolan, hur pedagoger arbetar med sagan och om sagan anses som ett viktigt hjälpmedel för att främja barnens språkutveckling. Vi samlade allt informationer från intervjuer, diskuterade och analyserade den. Informationen använde vi i vårt arbete.Sammanställningen av intervjuer visar att pedagogerna arbetar med sagan på olika sätt och använder sagan med olika syften, men alla är medvetna om att detta arbete främjar barnens språkutveckling. Förskollärarna påstår att samtal, diskussion efter läsning har en stor vikt. Stor roll spelar också bokval, bokutställning på avdelning och läsmiljön i allmänhet. Pedagogerna poängterar att en bra läsare spelar en stor roll och är som en förbild för barnen. Förskollärare tycker att använda kroppsspråk, varierar tonläget, visa bilder är ett betydelsefullt moment för barnens språkutveckling. Pedagogerna arbetar med sagan ett tema eller med enskilda sagor. Förskollärarna visade vad de är bra på och vad de ville förbättra i sitt arbete.Två av pedagogerna som hade intervjuer upptäckte att det var nyttigt att svara på våra frågor för att de fick tänka mer om hur man arbetar med sagor, fick analysera sitt arbete och hittade området som de skulle ändra eller förbättra.

The purpose of this study is to analyze how special education is done in relation to what is considered "normal". The aim is to discuss how the normalization discourse appears in a pre-school for all and, by extension, how the need of special education is articulated in relation to the normalization discourse. This study also intends to discuss how the perception of what is normal affects special education in pre-schools. The study draws upon previous research within the special education area through which we make our position. Since there is only a few studies in this chosen field which are based on empirical data, our study indicates the importance of more research in this field. The qualitative empirical material of the study is based on ethnography, which means we've got a wide material. In the thematic analysis the data is treated of equal value. The results of the analysis show that the educators seems to unknowingly follow several norms in their work. We then highlighted the key words normalization, attitude and environment. In this way we illuminate how the normalization discourse might look like in a pre-school for all and how special education relates to what is considered normal. In the perspective of Foucault’s thoughts about power and control, we found that there is political control of educators’ work based on the current political document, national curriculum 98 (2010). The national curriculum, and other contextual documents, seems to be normative and controlling of the teachers’ behavior which is to navigate children towards desirable behaviors. A big part of those behaviors are interaction and good language skills. The teachers' behavior is based on the national curriculum 98 (2010) and its value system where everyone has the right to be who they are. But indirectly governing is staged, in order to control and direct towards the desirable.

The context of this study is the ongoing change and development of vocational professions in Swedish pre-schools, the objective of which is to increase the quality of education. Amongst the different professions are the development leaders. The highly-qualified development leaders focused on in this study all work in development teams in the municipality of Malmö. The teams consist of eight professionals, each one with their own specific field of competence.The aim of this study is to contribute to increased knowledge and understanding of how certain development leaders articulate discourses on their own practice. In addition to that, I discuss how the development leaders construct their professional subject in the light of the dominant discourses. The empiric material consists of five interviews carried out with as many development leaders. As part of the interviews the development leaders were asked to visualize their ideas of the task and profession. The findings were analyzed against a theoretical framework consisting of discourse theory and post structuralism. Furthermore, a multimodal, social semiotic perspective has been used in order to understand the narratives of the verbal and visual data. The intention of combining the two semiotic resources is to present a diverse and complex material which provides multiple presentations of how the professional subject is being constructed.The results show that the development leaders construct their professional subject mainly in relation to knowledge and learning. To be accepted by the staff of the pre-schools, the development leaders construct a professional subject characterized by humility, self-distance, sense of humour, flexibility and the ability to listen. The development leaders also express that certain values, pedagogical theory and philosophy are important in constructing their professional selves. Through the subject positions taken, the development leaders participate in the construction of discourses on development leaders in Swedish pre-schools. In constructing the discourses and their professional subjects, the development leaders take part in the formations of knowledge and learning in Swedish pre-school.