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Framed within a society where many Swedes consider themselves to be semi-secular, where by law schools and preschools shall be nondenominational; a paradox occurs if many preschools acknowledge celebrations and traditions of historically Christian background exclusively. Previous research has suggested potential reasons for uncertainty with regard to including celebrations and traditions with a historically religious background. Building off of that research this case study attempts to approach a more definitive answer regarding the decision process behind deciding which celebrations and traditions are included, and therefore which are excluded, from the local curriculum. Using qualitative and quantitative data, this case study is designed to answer two questions. First, ‘what specific factors are considered when an educator decides which traditions and celebrations s/he includes in the local curriculum?’; concluding that the preschool’s administration, an educator’s particular group of children, and an educator’s personal knowledge are the three specific factors considered when an educator decides which traditions and celebrations to be included in the local curriculum. Second, ‘how does an educator take cultural celebrations and traditions into consideration when designing the curriculum for the classrooms?’, further concluding that an educator takes cultural celebrations and traditions into consideration via conversation with their collegial group, recalling previous positive experiences, and active decision making. From these six factors which affect curriculum content regarding celebrations and traditions; the preschool’s administration, an educator’s particular group of children, an educator’s personal knowledge, collegial discussion, previous experiences, and active decision making, three main factors have been identified from the overlapping nature of the six factors. Summarily, this study concludes that the three factors that affect curriculum content regarding celebrations and traditions are administration, group, and knowledge. Where an educator’s group and an educator’s knowledge can be applied as a situation necessitates from two perspectives each. Where an educators group can be seen from a collegial perspective or from the perspective of the educator’s group of children. Finally, an educator’s knowledge can be divided into their personal knowledge and their previous theoretical knowledge.

Perception of a performance is an active process which allows to set important education aims even for the smallest ones the children of pre-school age. So it is very important to develop ability to comprehend a play, not only to be able to empathize emotionally but to reason the actions and share the impressions of the experience and sense them in their own artistic activities. This work tries to deduce how the children of 5-6 years old are able to comprehend the plot and esthetical aspects of a play as well as express their impressions and comprehension through the verbal language and painted pictures. In order to sort out these things, the children of the pre-school age were observed during the performances and after them they were interviewed and open type of questions were given to randomly chosen children. After analyzing and interpretation of the received information, it was revealed that investigative were able to understand the plot of the play, were able to express what they liked in the play most, they even comprehended the main idea of the plays. But it was too difficult to generalize the plot and comprehend the continuity of the development of the plot. The children used laconic, not full sentences and stray thoughts. That means that it is difficult for children of 5-6 years old to express their impressions in concrete words. While evaluating the esthetical aspects of the play they drew attention to components of the play as scenery... [to full text]

Denna studie har växt fram utifrån Malmö stads nulägesbedömning (2020) och de organisatoriska, materiella och personella förutsättningar i förskolan som presenterats däri. Efter vår läsning föddes ett intresse att studera musikundervisning i förskolan utifrån de begrepp som lyfts i rapporten. Syftet med examensarbetet är att ur ett musikdidaktiskt perspektiv undersöka och analysera förskollärares möjligheter och utmaningar med musikundervisning i Malmö stad samt att skapa en musikdidaktisk modell som innefattar musikämnet i relation till förskolans strukturella förutsättningar. Vi har använt oss av kvantitativ metod i form av en enkätstudie som skickats ut Malmö stads kommunala förskollärare samt kvalitativ metod genom att utföra semistrukturerade intervjuer med musikprofilerade förskollärare. Empirin har analyserats med stöd i allmän- och musikdidaktisk teori. Vårt teoretiska ramverk är Nielsens (2010) beskrivning av musikämnet som tredimensionellt och Kansanens (2014) didaktiska modell för didaktiska nivåer. Vi analyserar även med stöd av didaktiska frågor beskrivna av Nielsen (2010), samt en klassisk didaktisk modell, en så kallad didaktisk triangel, beskriven av Vallberg Roth (2020). I examensarbetets avslutande diskussionsdel sätts studien i relation till tidigare forskning i det musikdidaktiska fältet, samt diskuteras ansvarsfördelning i förskolan, och vi reflekterar resultatet i relation till bryggan mellan forskning och praktik. I resultatet ser vi att musikundervisning i förskolan är komplext, vilket lett fram till att vi utvecklat en didaktisk modell som vi kallar musikdidaktisk diamant. Vår musikdidaktiska diamant är en vidareutveckling av den klassiska didaktiska triangeln. Med stöd av vår musikdidaktiska diamant har vi en förhoppning att intresse väcks för en mer praktiknära forskning kring hur musikundervisning utifrån organisatoriska, materiella och personella aspekter kan planeras, genomföras och vidareutvecklas i förskolan. Vi hoppas också att den musikdidaktiska diamanten kommer att kunna användas och vidareutvecklas i förskollärares praktiska arbete i utformningen av musikundervisning. Den musikdidaktiska modellen som vi utarbetat lyfts och diskuteras utifrån vilka didaktiska implikationer för förskoleverksamheten den kan få i diskussionsavsnittet. Den didaktiska diamanten används också i analysen / This study has emerged based on the City of Malmös’ current situation assessment (2020) and the organizational, material and personnel conditions in the preschool that are presented after our reading, an interest was aroused to study music teaching in preschool based on the concepts highlighted in the report. The purpose of the study is to investigate and analyze preschool teachers' opportunities and challenges with music teaching in the city of Malmö from a music didactic perspective and to create a music didactic model that includes the subject of music in relation to the preschools’ structural conditions. The essay relies on a quantitative method in the form of a questionnaire study that we did send out to the City of Malmö's municipal preschool teachers as well as a qualitative method by conducting semi-structured interviews with music-profiled preschool teachers. The empirics have been analyzed with the support of general- and music didactic research. As a theoretical tool, we use Nielsen's (2010) description of the subject of music as three-dimensional. We also use Kansanen's (2014) didactic model for didactic levels. We analyze with the support of didactic questions described by Nielsen (2010), as well as a classic didactic model called the didactic triangle, described by Vallberg Roth (2020). In the final discussion, the study is put in relation to previous research in the field of music didactics, as well as the division of responsibilities in preschool, and we reflect the results in relation to the bridge between research and practice.     In the result, we find that music education in preschool is complex, which has led us to develop a didactic model we call didactic diamond of music education. Our didactic diamond is a further development of the classic didactic triangle. With the support of our didactic diamond, we hope that interest will be aroused in further practical research on how music teaching based on organizational, material and personnel aspects can be planned, implemented and further developed in preschool. We also hope that the didactic diamond for music education can be used and further developed in preschool teachers’ practical work in the design of music education. In the discussion, the music didactic model that we have developed is highlighted and discussed based on what didactic implications for preschool activities it can have. The didactic diamond is also used in the analysis.

(in English) The diploma thesis deals with the physical activity of pre-school children and the possibilities of suitable and accessible physical activities. The theoretical part deals with introduction. The introductory chapter describes pre-school age and its specifics. The second chapter deals with physical activity. There is an emphasis on the impact of movement on human health in further developmental stages. The third chapter deals with the possibilities of preschool children with their parents and educators. The fourth chapter describes the maintenance of health and fitness as important components for the effective functioning of the body. The fifth chapter deals with the impact of information and communication technologies on the movement activity of a preschool child with an emphasis on the issue of game consoles. The empirical part describes quantitative research that maps the current state of movement activity in pre-school children.