Engelsk titel: “Mealtime- important communication?”- A study of communication at mealtime situations in preschool Studiens mål: Syftet med uppsatsen har varit att undersöka hur kommunikationen vid måltidssituationen på förskolor ser ut idag. Bakgrund: Att våra matvanor grundläggs i unga år är sedan länge känt. Huvudansvaret för att matvanorna blir goda är på grund av vårdnadshavarna, men eftersom barn vistas så många timmar utanför hemmet, har även en del av ansvaret lagts på förskolan eller skolan. Metod: Vi har avgränsat oss till att studera skillnader kring kommunikation vid traditionell måltidssituation respektive servering av buffé mellan förskollärare och barn, där både flickor respektive pojkar i åldern 4-5 år deltog. För att undersöka dessa skillnader har vi gjort två videoobservationer. Den första videoinspelningen skedde på förskolan som serverade maten på traditionellt vis och den andra videoinspelningen ägde rum på förskolan som hade självservering, i form av buffé. Litteraturen har haft sin utgångspunkt i kommunikation vid måltidssituationer i förskolan. Bernsteins teori om makt och kontroll har använts i denna avhandling. Resultat: Studien visar att matstunden också är en viktig pratstund i förskolan och att skillnader finns ur ett genusperspektiv. Förskolläraren uppvisar även ha en betydande roll kring kommunikationen vid måltidssituationer i förskolan. Skillnader mellan den traditionella måltidssituationen och buffémåltidssituationen rådde, där starkare lärarkontroll gällande öppna frågor och organisatoriska förutsättningar befann sig under den traditionella måltidssituationen. Under buffémåltidssituationen rådde det en starkare lärarkontroll mot pojkar än mot flickor. Det rådde även en starkare lärarkontroll gällande regler och tillsägelser under denna måltidssituation.

The aim of the study is to increase the knowledge of primary school teacher´s perceptions of collaboration between preschool and school and the profession of preschool teacher. in order to achieve our purpose, we have contucted qualitative semi-structured group interviews. The primary school teacher´s answers were recorded, transcribed, categorized and compiled. A socio-cultural approach were used in order to notice  the teacher´s negotations, meaning making and understanding of how they constructed knowledge interacting with each other. The result of the study shows various perceptions. For example, that safety and security in transitions is important for both children, guardians and theacher´s for various reasons. The result show, what promotes and what hinders collaboration between preschool and school. The primary school sees it as desirable that the preschool works whit social competences in front of teaching, which means that an ideal preschool teacher is safe, creative and creates a plesureble learning. The most important conclusion og the study is that the preschool and the school are defined as two different cultural spaces whit separate views, approaches, traditions and working methods. Insufficient transparency in each other´s proffesions, forms the basis for collusions collapses. Knowledge about this contributes to the preschool teachers given prerequisite that enable them to meet primary school teachers on a common platform.

The purpose of this study is to provide knowledge about how preschool teachers use their role as language educators during planned educational activities. Language is a major part of our communication and children's development. The study processes how preschool teachers work to simulate children's language development from a socio-cultural perspective. The methods used to present the study consist of both observations and interviews. These two methods complement each other well based on the information they give as the observation gives an insight into what is happening in practice while the interviews confirm or deny the observation material based on the preschool teacher's view. The result of the study emphasizes that the participating preschool teachers see themselves as permanent language educators. They are aware of how different interventions lead to different learning situations and that the children are affected by what expressions and behaviors are used. The study also shows that preschool teachers work mostly with the language integrated into the remaining subjects and not in individual learning. They use several subjects in an activity for optimal development and learning for the children. / Denna studie syftar till att bidra med kunskap kring hur förskollärare använder sin roll som språkutbildare under planerade pedagogiska aktiviteter. Språket är en stor del av vår kommunikation och barns utveckling. Studien bearbetar hur förskollärarna arbetar för att stimulera barns språkutveckling sett utifrån ett sociokulturellt perspektiv. De metoder som använts för att föra fram studien består av observationer samt intervjuer. Dessa två metoder kompletterar varandra bra utifrån den information de bidrar med då observationen ger en inblick i vad som sker i praktiken medan intervjuerna fyller ut observationsmaterialet utifrån förskollärarens syn. Resultatet av studien visar att de deltagande förskollärarna ser på sig själva som ständiga språkutbildare. De är medvetna om hur olika ingripanden leder till olika lärsituationer samt att barnen påverkas av vilka uttryck och beteenden som används. Studien visar även att förskollärarna arbetar till största del med språket integrerat i resterande ämnen och inte i enskilt lärande. De använder sig av flera ämnen i en aktivitet för mest gynnsam utveckling och lärande hos barnen.

The aim of this study is to examine the ways in which educators at a preschool work to include all children in the children's group during the daily gathering. We have analyzed the result we obtained with the help of Moira von Wright's relational and punctual perspective on how educators should meet the children to create a genuine educational meeting. The data for this study has been obtained through observations and interviews which has taken place at the same preschool. Observations and interviews fall under the category of qualitative methods. The gathering of data took place during separate occasions. The observations took place two times where we observed how the educators acted during a gathering at the preschool. With emphasis on how they worked and acted to conclude all the children. We also interviewed two preschool teachers to see how they both looked at the concept of inclusion and to see if there were any differences or similarities in how they related to the concept. The learning environment and the teacher's approach were two themes we chose to focus our observations and interviews on. Based on the results we obtained from the material collection, we could make many discoveries. Our result shows that the routine situation that the gathering is not always suitable for all individuals in a child group and this can result in exclusion. The punctual perspective has proved to be a dominant discourse in our results and this can lead to the children’s opportunities for participation being limited.

Technology increase in preschool and initiate become a ordinarly event for the children, this while as the books space possibly reduces and gets taken over by the digital. The intention with this investigation is to find out preschool teacher´s view on the physical book, in this case the picture book in a physics form. Then how they work with it among the older children at the preschool, it means children in the ages of 3–6. It is because that informations and communication technics (ICT) together with it´s digital tools The method that I has applied to figure out the preschool teacher´s views and working methods is a questionnaire on 11 questions. On that questionnaire 50 preschool teacher´s answered in the ages between 20–62. In the outcome result of the questionnaire it has emerged that all preschool teacher thinks the physical book is very important to the children. Why it is so important for the children, the preschool teachers has different opinions but the answers premeated by the language development in all forms. It has also emerged that althrough the digtal tools take their place at the preschool, the teachers choose to work with the physical book because the children themselves must be able to browse in the book, determine the tempo and discover peace in the tales. / Teknologin ökar inom förskolan och börjar bli en vanlig upplevelse för barnen, detta medan böckernas utrymme eventuellt/kanske minskar och övertas av det digitala. Avsikten med den här undersökningen är att ta reda på förskollärarnas syn på den fysiska boken, det vill säga detta fall bilderboken i fysisk form. Sedan hur de arbetar med boken bland de äldre barnen i förskolan, det menas barn som är 3-6 år gamla. Det för att Informations- och kommunikationsteknik (IKT) samt dess digitala verktyg gör sin framfart på förskolan. Den metod som har använts för att tagit reda på förskollärarnas syn och arbetssätt är en enkät på 11 frågor. På enkäten svarade 50 stycken förskollärare i åldrarna 20–62. I resultatet av enkäten har det framkommit att alla förskollärarna tycker att den fysiska boken är väldigt viktig för barnen. Varför den är viktig för barnen, har förskollärarna olika anledningar på men svaren genomsyras av språkutvecklingen i alla dess former. Det har även framkommit att även om de digitala verktygen tar plats i verksamheten, väljer pedagogerna att arbeta med den fysiska boken, detta för att barnen ska kunna bläddra själv, bestämma tempot och finna ro i sagorna.

The purpose of the study is to gain knowledge about which scope for action and tasks are included in the organisation of educational activities on the preschool and which competences are lifted up by preschool teacher to conduct educational activities. The database consists of questionnaires, observations and interviews at the municipal and multicultural preschools located in Stockholm. The study is anchored in sociocultural theory and  framefaktor theory. Questions and  results are presented thematically and are divided into three thematic sections: How preschool teachers organised pedagogical activities in preschool with their preconditions. How preschool teachers organise education time in preschool. Which are the most important competencies of preschool teacher?   Results show that preschool teachers use their subjective scope of action to create the education that is able to meet the requirements of the curriculum. Subdivision of the children's group into smaller groups often takes place during the day as a necessary tool in terms of teaching and organising of education activities. This article problematizes the teachers' expression of scope of action and planning time in the organisation of educational activities. The competences of the preschool teacher are complex and multidimensional.

No description available.

The aim of the thesis is to find how far the curriculum, used as a tool for political governance, reaches, in particular the preschool teachers and the preschool principal. The authors of this thesis aim to investigate if a certain identity of a teacheris considered desirablein the curriculum. With the curriculum ́s concept of teaching set as a starting platform, in relation to the teacher’s perception of the concept teaching, investigations are made to find out about the attitude towards the concept. The issue of the thesis is: How is the concept teaching described in the proposal for the new curriculum for preschools? What kind of attributes to a teacher is considered desirable, with the new curriculum? What notions and attitudes do the teachers have, towards the new concept of teachingin preschools? This thesis was made, using a qualitative method. Interviews have been made with the preschool principal and the preschool teachers, for the purpose of understanding and interpret their beliefs regarding the concept teaching. Analyses and interpretations have been undertaken about how the concept teaching is described in the new curriculum, for this purpose an idea analysis was used. The theoretical terms used in this thesis are Wahlström ́s definition of reform and makt (reform and power). Lidensjö and Lundgren ́s definition of styrbarhet and ostyrbarhet (ability to perform political governance and inability to perform political governance). Jan Morawskis definition of kontroll and frihet (control and freedom). These definitions give an enhanced understanding for the efficiency of the new reform in terms of reaching the targeted audience; the teachers. The result of the thesis indicates that the new curriculum is unclear when showing how the aim of the teaching will be achieved. Neither is it stated, what kind of conditions the teacher can claim to fulfill the mission of teaching, or how the task can be distributed within teacher work groups. The perception of the ideal teacher identity, when considering the curriculum includes, a flexible, subject knowledgeable and democratic leader. The descriptions of the concept teaching, taken from the interviews were not consistent. The concept was thought of as elevating the status of the profession but was at the same time considered firmly connected to school. The concept seemed lacking accuracy in the curriculum of both the preschool principal and the teachers, to affect the daily teaching.

Syftet med studien är att få kunskap om hur makt och normer påverkar barns inflytande i förskolan. Vi har valt att rikta fokus mot hur förskollärare ger barn inflytande i planerade aktiviteter inomhus. Studien utgår från en kvalitativ metod där vi intervjuat sex olika förskollärare i direkt anslutning till observationer som vi genomfört av planerade aktiviteter. Med planerade aktiviteter avses de aktiviteter som förskollärare planerar och leder med ett tydligt didaktiskt mål. Det insamlade materialet har analyserats utifrån olika maktbegrepp som hämtats från Michel Foucaults förståelse av makt. Vårt analytiska verktyg för bearbetning av det insamlade materialet har tolkats utifrån Harry Shiers delaktighetsmodell som bygger på Roger Harts “Ladder of participation”. Det är modeller som tillsammans med Paulo Freires teorier pekats ut som användbara i arbetet med barns inflytande. Tidigare forskning lyfter att barn enbart kan få fullt reellt inflytande i den fria leken. Samtidigt som det finns utrymme för fri lek i förskolan är en stor del av barnens tid på förskolan planerad med aktiviteter som förskolläraren och/eller arbetslaget leder. Vår studie visar att barn får inflytande i planerade aktiviteter men att makt och normer kan begränsa barns inflytande då förskollärare har en tendens att styra barn i en önskvärd riktning. Samtidigt finns det en vilja hos förskollärarna att bidra till en verksamhet som låter barn, på både ett verbalt och icke-verbalt sätt, ta plats och kunna påverka. / The aim of this study is to gain knowledge of how power and norms affect children's influence in preschool. We have chosen to focus on how preschool teachers give children influence in planned activities indoors. The study is based on a qualitative method in which we interviewed six different preschool teachers right after the observations we did of the planned activities. In this study planned activities mean those activities that preschool teachers plan and lead with a clear didactic goal. The collected material has been analyzed on the basis of different power concepts derived from Michel Foucault's understanding of power. Our analytical tool for processing the collected material has been interpreted on the basis of Harry Shier's participation model, which is based on Roger Hart's "Ladder of participation". Together with Paulo Freire's theories these participation models are pointed out as useful in the work with children's influence. Previous research suggests that children can only have full real influence in the free play. While there is room for free play in the preschool, much of the children's time at preschool is planned with activities that the preschool teacher and / or the work team leads. Our study shows that children get influence in planned activities, but that power and norms can limit children's influence when preschool teachers have a tendency to direct children in a desirable direction. At the same time, there is a desire among preschool teachers to contribute to an activity that allows children, in both a verbal and non-verbal manner, to take their place and be able to influence.

Syftet med undersökningen är att synliggöra förskollärares attityder till matematik och hur attityderna påverkar barns matematiska lärande i förskolan. Detta undersöks genom ett sociokulturellt perspektiv och med fokus på de teoretiska begreppen kultur, mediering, språk, den proximala utvecklingszonen, matematik enligt Bishops modell, attityd och matematisk subjektivitet. Studien följer en kvalitativ ansats och empirin har samlats in genom semistrukturerade intervjuer. Resultaten visar att förskollärarna har positiva attityder till matematik och att de är medvetna om att deras attityder till matematik påverkar barns lärande och prestationer i matematik. Vidare visar resultaten att förskollärarna betonar miljön som viktig för barns lärande där de själva och konkret material ingår i miljön.