The aim of this study is to find out how the preschool teachers plan, implements and reflect their education containing technology and digital tools. In order to find out qualitative interviews has been conducted with three preschool teachers, the same preschool teachers has also participated during observation where they have conducted an activity containing digital tools. The result displays that all the preschool teachers expresses that there has been some change in the way technology and digital tools are being considered in the curriculum today compared to how it was looked at when they finished their education. The result shows that all the preschool teachers use digital tools and primarly refers to the digital tablets. The result also shows that digital tools are being used in the education but in different extent when it comes to planned activities. The experience and interest of the preschool teachers determines the extent of the usage of digital tools in the education. The conclusion showed that if preschool teachers are given the right conditions to evolve their digital competence it could result in improved planning, implementing and reflecting covered digital tools in the preschool education. / I denna studie är syftet att ta reda på hur förskollärare planerar, genomför och reflekterar undervisningen innehållande teknik och digitala verktyg. För att ta reda på detta har kvalitativa intervjuer genomförts med tre förskollärare. Samma förskollärare har även planerat och iscensatt ett undervisningsupplägg med en aktivitet innehållande digitala verktyg som vi har observerat. Resultatet visar att samtliga förskollärare uttrycker att det skett en viss förändring att teknik och digitala verktyg i förskolan har förändrats från att de har slutat sin utbildning fram till idag om hur man ser på teknik och digitala verktyg i förskolans läroplan. Studien visar att samtliga förskollärare använder sig av digitala verktyg och hänvisar främst till lärplattan. Resultatet visar också att digitala verktyg används i undervisningen men i olika utsträckning när det kommer till planerade undervisningstillfällen. Förskollärares erfarenheter och intresse avgör i vilken utsträckning och hur mycket digitala verktyg inkluderas i undervisningen. Slutsatsen visade därför att får förskollärare rätt förutsättningar för att utveckla sin digitala kompetens kan det här resultera i att planering, genomförande och reflekterande arbete med digitala verktyg kan omfattas mer i förskolans undervisning.

Syftet med den här studien är att undersöka vad förskollärare på I Ur ochSkur förskolor har för synpunkter på och erfarenheter av planerade aktiviteter, som inkluderar ämnesspecifika begrepp inom ekologi. Kvalitativa intervjuer av sex förskollärare verksamma inom två I Ur och Skur verksamheter iMellansverige har genomförts. Intervjusvaren har sammanfattats genom enfenomenologisk metod som använts som analysverktyg. Intervjufrågorna ärskapade utifrån studiens frågeställningar. Resultatet visar att samtliga förskollärare beskrev ekologi som ett brett begrepp, det handlade om att fokuserapå delar av begreppet och anpassa lärmiljöer därefter. Olika kretslopp var detinnehåll som dominerade förskollärarnas svar. Både bra och mindre braaspekter på planerade aktiviteter lyftes av förskollärarna. Utifrån de braaspekterna belyser förskollärarna bland annat trygghet för samtliga i verksamheten, genom vetskapen om vad aktiviteten innehåller samt fokuseradekunskaper om ett visst ämne. De mindre bra aspekterna som samtliga förskollärare lyfter är vikten av barnens intressen samt svårigheten att utveckla aktiviteten mot något annat håll om den är för uppstyrd. De ämnesspecifika begreppen lyftes av samtliga förskollärare som viktiga och ibland komplicerade. Förskollärarens medforskande roll var en aspekt som samtliga förskollärare lyfte som viktig, för att bemöta barnen i deras utveckling av kunskap.Förskoleverksamheter erbjuds via den här studien inspiration till kunskapsutveckling genom utomhuspedagogik, inom ämnesområdet ekologi och inkluderandet av ämnesspecifika begrepp. / The purpose of this study is to investigate what preschool teachers withinoutdoor preschools views and experiences of planned activities are, which include subject-specific concepts in ecology. Qualitative interviews with sixpreschool teachers active in two outdoor preschools in Central Sweden hasbeen conducted. The interview results has been summarized using aphenomenological method. The interview questions are created based on thestudy's questions. The results show that all preschool teachers highlightedecology as a broad concept, it was about focusing on parts of the concept andto adapt learning environments. Different cycles were the content that dominated the preschool teachers answers. Both good and not so good aspects ofplanned activities were highlighted by the preschool teachers. Based on thegood aspects that the preschool teachers highlighted, was security foreveryone in the workplace, through the knowledge of what the activity contains and focused knowledge of a certain subject. The not so good aspectsthat all preschool teachers highlighted was the importance of the children'sinterests and the difficulty of developing the activity in another direction if itis too steered up. The subject-specific concepts were highlighted by all preschool teachers as important and sometimes complicated. The preschool teacher's coresearching role, was an aspect that all preschool teachers highlighted as important when it´s about meeting the children in their development of knowledge. Through this study, teachers in preschools are offered aninspiration for knowledge development through outdoor pedagogy. In thesubject area ecology and the inclusion of subject-specific concepts.

The purpose of the study is to increase knowledge about how newly licensedpreschool teachers work with children's literature and how they reflect on thiswork. The study examines what happens to the knowledge acquired duringpreschool teacher education, especially the knowledge that deals withchildren's literature. Qualitative semi-structured interviews were used toconduct a total of five interviews with legitimate preschool teachers from fourdifferent preschools. A qualitative content analysis was used to analyze thedata that emerged. The results show that preschool teachers believe that theireducation contained relevant knowledge about how preschool teachers canwork with children's literature. The study shows that preschool teachers viewtheir knowledge of children's literature positively and that their work withchildren's literature permeates the preschool's pedagogical activities. One ofthe conclusions that emerges is that children's literature in preschool is used inseveral different ways and not just as reading aloud at rest. The results alsoshow that newly licensed preschool teachers believe that they have goodconditions for working with children's literature in preschool. The work withchildren's literature is often planned together with the work team and theimportance of the group is emphasized. This is positive for the preschoolteaching profession as it shows how preschool teachers work with children'sliterature. / Syftet med studien är att öka kunskapen om hur nylegitimerade förskollärarearbetar med barnlitteratur samt hur de reflekterar kring detta arbete. Studienundersöker vad som händer med de kunskaper som tillägnas underförskollärarutbildningen, framför allt de kunskaper som handlar ombarnlitteratur. Kvalitativa semistrukturerade intervjuer användes för attgenomföra totalt fem intervjuer med legitimerade förskollärare från fyra olikaförskolor. För att analysera den data som framkom, användes en kvalitativinnehållsanalys. Resultatet visar att förskollärarna anser att deras utbildninginnehöll relevant kunskap om hur förskollärare kan arbeta med barnlitteratur.Det framkommer i studien att förskollärarna ser positivt på sin kunskapgällande barnlitteratur och att deras arbetet med barnlitteratur genomsyrarförskolans pedagogiska verksamhet. En av slutsatserna som framkommer äratt barnlitteratur i förskolan används på flera olika sätt och inte bara somhögläsning vid vilan. Resultaten visar också på att nylegitimerade förskollärareanser att de har goda förutsättningar till att arbeta med barnlitteratur iverksamheten. Arbetet med barnlitteratur planeras ofta tillsammans medarbetslaget och gruppens betydelse betonas. Det här är positivt förförskolläraryrket då det visar på hur förskollärare arbetar med barnlitteratur.

The Educare model has been represented in Swedish preschool history from the 1970s onward and is described in the Swedish preschool national curriculum. This curriculum presents a holistic view of care, learning, and development. Currently, Early Childhood Education and Care preschool teachers in Sweden have been presented with a new keyword – “teaching” - in preschool practices. The addition of the term “teaching” has placed a high emphasis on strengthening the teaching mission in the Swedish preschool nation curriculum. As the focus of preschool has been adjusted and shifting towards knowledge, and education, preschool teachers do not know how to maintain the Swedish preschool tradition and at the same time, strive for curriculum goals. Care has been seen as secondary in the context of the new demand for teaching. There are some questions and concerns regarding how much room is given to care in teaching situations. This study investigates how care is conducted and understood by Swedish preschool teachers in teaching activities in previous research studies. This study may highlight the tension not only between care and education but also the reformed curriculum and teacher’s insights about care and teaching in their actual practices. The research questions are: What is the position of care that is given in teaching activities by Swedish preschool teachers in previous research?; And how does the characteristic of care support teaching practices by preschool teachers in Sweden? The Developmental Pedagogy Theory was used to analyze data in four articles, with the purpose of investigating the position and characteristic of care according to preschool teacher’s perspectives. Analysis of this systematic literature review raised awareness of not only the multilayers and flexibility of care in teaching practices but also the interconnection between care and teaching in Swedish preschools.

The purpose of this study is to investigate if and how preschool teachers work with and relate to children’s interest in popular culture, what opportunities and challenges they see in using popular culture as an educational tool and what experiences preschool teachers have of parents’ attitudes, with regards to preschoolers' use of and interactions with popular culture. Media and popular culture are a big part of children's life today and the curriculum for preschools (Lpfö 18) emphasizes that we should work with digital tools, as well as dictating that the education should be based on the children's interests, which in our experience is often centered around popular culture.  This study is qualitative, based on empirical material obtained through qualitative interviews. Eight preschool teachers from six different preschools have participated in the study. The results were analyzed using the sociocultural perspective as well as previous research on popular culture.  The result of the study shows that most preschool teachers work with popular culture in preschool in one way or another. The study also shows that preschool teachers' personal views and attitudes with regards to popular culture affect whether and in what way the children's interest in popular culture is utilized. Although preschool teachers are aware that children have a strong interest in popular culture, some of their interests are excluded because the teachers mean that they are not exploratory or educational enough. The preschool teachers in the study describe both the challenges and opportunities of working with popular culture as an educational tool. Above all, they mean that many programs, films and games contribute to norms and stereotypes, but that they see it as an opportunity to explore such issues with the children. Using the children's interest in popular culture as a starting point, they see opportunities to develop different learning processes and children's identities. The conclusion of the study is that preschool teachers' awareness regarding, interest in and knowledge of popular culture is reflected in the nature of the interactions with the legal guardians, and in how the preschool teachers choose to take advantage of popular culture in the educational activities.

The aim of this qualitative study is to take a closer look at how certified preschool teachers integrate sustainable development in their daily work with children, and to gain a perspective into the teachers’ level of awareness regarding sustainable development. Drawing from a sociocultural perspective with elements of holistic learning methods, the present study is focused on interviews conducted by e-mail with preschool teachers from two different preschools located in suburban Stockholm. One of these preschools works more with sustainable development than the other, being enrolled in the Grön Flagg programme. The results from the semi structured interviews show that there are subtle differences in how teachers at the two preschools view and work with sustainable development. Teachers from the Grön Flagg preschool have more knowledge when it comes to integrating sustainable development. However, further studies are needed to gain a broader view into how preschool teachers gain this knowledge, whether it be in their workplaces or somewhere else. This study shows that working in a preschool that focuses on sustainability could generally increase teachers’ knowledge of and interest in sustainable development in their work with children.

The purpose of the study is to shed light on and increase understanding of children's language development with a focus on multilingualism in preschool / kindergarten. I also investigate the working methods used by preschool teachers to support language development in multilingual children. The questions I have asked are: How do preschool teachers relate to the language development of multilingual children in preschool?  What working methods are used by preschool teachers in work with children's language development in preschool? To find answers for my questions, I use qualitative interviews with five preschool teachers from three different preschools in the same municipality in Stockholm. This study is based on Lev Vygotsky's theory of the sociocultural perspective and the proximal developmental zone. The reason I use the sociocultural perspective on language development is because I am of the belief that language is learned and developed mainly through social interaction between an individual and its environment. Results in the study showed that preschool teachers are aware that support, repetition, and appreciation provide a positive stimulus to multilingual children's language development. However, the interviewed preschool teachers point out that they have no specific knowledge about working with multilingual children. The study has also concluded that preschool teachers believe that multilingualism is an asset for both the individual and for the society. What also emerged in the study is that preschool teachers take the parents and other educators at the preschool as resources. Methods used by preschool teachers are digital books in several languages (pollyglutt), concrete material and pictures, reading aloud, storytelling, rhymes and jingles, Memory games that increase children's language development.

This study describes transitions from preschool to preschool class. The purpose of this study is to contribute with knowledge of preschool teachers perspectives on their work of adapting transition processes to individual children´s needs and conditions. The focus of the study is preschool teachers descriptions/statements of their work. To answer the research questions qualitative interviews were done with five preschool teachers, from five different preschools. The study´s theoretical starting points are attachment theory and co-produced leadership. The results and conclusions show that the preshool teachers´work of adapting transition processes is conducted in different ways. This study contributes with the knowledge that it is complex to adapt transition processes for children individually and how the work is conducted can affect equivalence. / Den här studien beskriver arbetet med övergångar från förskola till förskoleklass. Syftet med studien är att bidra med kunskap om förskollärares perspektiv på sitt arbete med att anpassa övergångsprocesser till enskilda barns behov och förutsättningar. Fokus ligger empiriskt på deras beskrivningar/utsagor av sitt arbete. För att besvara syftet gjordes kvalitativa intervjuer med fem förskollärare, från fem olika förskolor. Studiens teoretiska utgångspunkter är anknytningsteorin och samproducerat ledarskap. Resultat och slutsatser visar att förskollärarnas arbete med att anpassa övergångsprocesser bedrivs på olika sätt. Den här studien bidrar med kunskap om att det är komplext att individanpassa övergångsprocesser för barn och att sättet som arbetet genomförs på kan påverka likvärdigheten.

Syftet med den här studien är att uppmärksamma boksamtalets potential i förskolan. Förhoppningen är att bidra med kunskap om det, samt att uppmärksamma utmaningarna som följer. Studien har genomförts genom kvalitativa intervjuer på fyra olika förskolor med fem utbildade förskollärare. Dessa förskollärare arbetade med barn i åldrarna ett till fem år. I intervjuerna fick de besvara frågor utifrån en intervjuguide, där de hade stor frihet att utveckla sina svar.  Studiens resultat visar att informanterna har stor kompetens i allmänhet, men att den specifika kunskapen om boksamtal eventuellt skulle behöva fördjupas. Studiens resultat visar bland annat att den vuxnes förhållningssätt och atmosfären i förskolan är viktiga beståndsdelar vad gäller barns språkutveckling och lärande. Studien pekar mot att det skulle behövas en tydligare styrning på organisatorisk nivå för att fördjupa kunskapen om boksamtalets olika aspekter. / The purpose of this study is to draw attention to the potential of the book conversation in early childhood education. To contribute with knowledge about it and to pay attention to the challenges that follow. The study has been conducted through qualitative interviews at four different preschools with five trained preschool teachers. These preschool teachers worked with children between the ages of one and five. In the interviews, they answered questions based on an interview guide, where they had great freedom to develop their answers.  The results of the study show that the informants have great competence in general, but that the specific knowledge of book conversation might need to be deepened. The results of the study show, among other things, that the adult's attitude and atmosphere are important parts of children's language development and learning. The study indicates that a clearer governance at the organisational level would be needed to deepen the knowledge, around the book conversations.

The purpose of the current study is to shed light on how preschool teachers work to stimulate the mother tongue of multilingual children and develop second language learning. The theoretical starting point in the study is the intercultural perspective. To answer the purpose of the study, a survey was conducted of which 60 respondents are included in the data analysis. The results of the study show that the respondents who participated in the survey work with multilingual children's mother tongue and second language learning in several different ways and they have a positive view of mother tongue teaching and its impact on second language learning. According to the study's participants, it appears that there are various challenges in the work with children's multilingualism, such as a lack of knowledge in mother tongue teaching and second language learning. There were several different resources that are used in the work, but also what resources the preschool teachers lack in the work with mother tongue teaching and second languages. Finally, the results of the study show that there is a certain lack of knowledge about how the educator should promote the child's mother tongue and second language. According to the preschool teachers, there is a lack of competence development and a lack of time for working with the child's multilingualism. / Syftet i den aktuella studien är att belysa hur förskollärare arbetar med att stimulera flerspråkiga barns modersmål samt utvecklar andraspråksinlärningen.  Den teoretiska utgångspunkten i studien är det interkulturella perspektivet. För att besvara studiens syfte genomfördes en enkätundersökning varav 60 respondenter inkluderas i data analyseringen. Studiens resultat visar att respondenterna som deltog i enkätundersökningen arbetar med flerspråkiga barns modersmål och andraspråksinlärning på flera olika sätt och har positiv syn på modersmålsundervisning och dess påverkan på andraspråksinlärning. Det framkommer enligt studiens deltagare att det finns olika utmaningar i arbetet med barns flerspråkighet som bristande kunskap inom modersmålsundervisning och andraspråksinlärning. Det framkom flera olika resurser som används i arbetet men också vilka resurser som förskollärarna saknar i arbetet med modersmålsundervisning och andraspråk. Slutligen visar studiens resultat att det finns en viss brist på kunskap kring hur pedagogen ska främja barnets modersmål och andraspråk. Det framkommer enligt förskollärarna en saknad av kompetensutveckling och brist på tid för arbetet med barnets flerspråkighet.