Abstract The purpose of this study is to see how technology is presented in different fictional picture books that are available in preschool. Six fictional picture books that have connection to technology in picture and text have been analysed. In order to show how technology can be made visible in fictional picture books, the relation between picture and text has been analysed through a technology perspective. Furthermore, the pictures and the texts have been analysed separately in order to show what they show respectively in terms of technology. The fictional picture book has a potential to be a basis for making technology visible in preschool, which is a step in a new direction. The obvious is that the fictional picture book is a suitable “teaching material” to make technology visible in preschool. That gives both children and pedagogue a reson to be creative and problem-solver. Keywords: Fictional picture booksanalys, technology in preschool

Syftet med arbetet är att undersöka om IKT implementeras på förskolorna, på vilket sätt verktygen används och om läroplansmålen som berör IKT området följs. Fokus i undersökningen är pedagogernas syn på användandet av IKT i förskolans verksamhet. För att få svar på syfte och frågeställningar utfördes en enkätundersökning på fyra förskolor. Av 53 utdelade enkäter kom 22 besvarade tillbaka. Dessutom har en litteraturstudie gjorts för att se vad det står i litteraturen om implementering av IKT i förskola och skola. Undersökningens resultat visar på att pedagogerna anser att vår moderna livsstil kräver att även små barn introduceras i teknikens värld. Pedagogerna visar på många aktiviteter som de använder IKT till i den dagliga verksamheten. Dock visar pedagogerna oro över att IKT ska ta över så att pedagogens närvaro inte blir så betydelsefull längre för barnens kunskapsinhämtning. Pedagogerna anser att de har för lite teknisk kunskap för att kunna vägleda barnen på rätt sätt. Dessutom funderar de över om barnen får tillräckligt med datortid i hemmet och bör få andra aktiviteter att sysselsätta sig med i förskolan. / The purpose of this work is to examine whether ICT is implemented in preschools, how the tools are used and if the curriculum goals that affect ICT area is followed. The focus of the study is pedagogues’ views on the use of ICT in preschool. To get answers to the purpose and my questions was performed a questionnaire survey in four preschools. Out of 53 questionnaires distributed, 22 came back. In addition, a literature review has been made on the implementation of ICT in preschool and school. The results show that pedagogues believe that our modern lifestyle demands that even young children should be introduced to the world of technology. Pedagogues show many activities there they use ICT in the daily activities. However, shows pedagogues concern, that ICT will take over so the pedagogue presence is not so important anymore, for children's knowledge acquisition. Pedagogues consider that they have too little technical knowledge to be able to guide children in the right way. Moreover, considering the over if the kids get enough computer time at home and should have other activities to occupy themselves with in preschool.

The purpose of this study was to examine how you can work with technology in preschool and how the staff describes what technology in preschool can be.   Surveys with both open and closed response options were used and 52 preschool staff answered the questionnaire. The survey was made on paper because I wanted to go to the different preschools personally and hand over the questionnaires and at the same times describe what the study was about and why I did it.   The result of the study shows that preschool staff´s perception of technology varies. What separates the answers is about motivation and knowledge of technology. The answers vary from describing technology extensively with, to only describe technology with one word, such as: puzzle. The result shows that there are no big differences between the categories in the answers to the open questions, but there is a little difference in the questions with closed answers. The open question is about what technology is and how to work with it. The closed questions are about knowledge and security when working with technology.

The purpose of this study is to examine preschool teachers attitude how a tablet can be used to arouse children's interests and curiosity when it comes to science and technology. To examine this, interviews with six preschool teachers from five different preschools in three municipalities implemented. Qualitative semi-structured interviews were chosen to find out their personal views and thereby increase the possibilities to get as detailed and complete answers as possible. The results of this study show that preschool teachers have a positive attitude about the tablet in preschool. According to all interviewed preschool teachers, the tablet device is used to search for information and documentation within subjects such as science and technology. The result of this study also shows that the preschool teacher’s competence has been a significant factor in how the tablet is used in preschool. Preschool teacher who have worked the shortest time in preschool and have a further education sees more opportunities and have a higher competence around how the tablet can be used as an educational tool in their education. / Studiens syfte är att undersöka förskollärarens inställning till hur en surfplatta kan användas till att väcka barns intressen och nyfikenheter när det gäller naturvetenskap och teknik. För att ta reda på detta har intervjuer med sex förskollärare ifrån fem olika förskolor inom tre olika kommuner genomförts. Kvalitativa semistrukurerade intervjuer valdes för att kunna ta reda på deras personliga uppfattningar och därmed öka möjligheterna till att få så detaljerade och innehållsrika svar som möjligt. Resultatet från denna studie visar att förskollärare har en positiv attityd kring surfplattan i förskolan. Enlig samtliga förskollärare används en surfplatta till informationssökning och dokumentation inom ämnen som naturvetenskap och teknik. Resultatet visar dessutom att förskollärarens kompetens har en betydande faktor i hur surfplattan används. Förskollärare som arbetat kortast tid i förskolans verksamhet samt har en vidare utbildning, ser fler möjligheter och har en högre kompetens kring hur en surfplatta kan användas som ett pedagogiskt verktyg i förskolan.

The purpose of this study is to explore how preschool teachers succeed in their mission to conduct work that will enhance children's interest and knowledge in technology. The study was conducted by qualitative semi-structured interviews among eight teachers at seven preschools in the same municipality. The method was chosen because I wanted to get as detailed and full answers as possible. I also wanted to find out their individual perceptions. The result shows that most of the teachers think that they have insufficient knowledge to practically work with technology. At the same time they’re expressing that technology is a broad area that sometimes is a little more complicated than it needs to be. Many times it’s about if you’ve an exploratory approach, seeking answers together with the children on how simple technical things are working and introducing technology as an exciting area. To start from the children’s interest in more planned activities as theme work or from more spontaneous activities such as experiments or building and construction are some simple examples of how teachers can make the technology visible for the kids and make them curious. Education and the teachers' attitude to the field is what can make a difference. / Syftet med denna studie är att undersöka hur förskollärare lyckas med sitt uppdrag att bedriva ett arbete som ska stärka barns intresse och kunskap inom teknik. Studien har genomförts med kvalitativa semistrukturerade intervjuer bland åtta pedagoger på sju olika förskolor i samma kommun. Metoden valdes för att jag ville få så detaljrika och innehållsrika svar som möjligt samtidigt som jag också ville få reda på deras personliga uppfattningar. Resultatet visar att de flesta pedagogerna tycker att de har otillräckliga kunskaper för att kunna arbeta praktiskt med teknikområdet. Samtidigt uttrycker man att teknik är ett brett område som ibland görs lite mer komplicerat än det behöver vara. Många gånger handlar det om att man i verksamheten har ett utforskande arbetssätt, söker svar tillsammans med barnen på hur enkla tekniska saker fungerar och introducerar teknik som ett spännande område. Att utgå ifrån barnens intressen i mer planerade aktiviteter som temaarbeten eller utifrån mer spontana aktiviteter som experiment eller bygg och konstruktion är några enkla exempel på hur pedagogerna kan synliggöra tekniken för barnen och göra dem nyfikna. Utbildning och pedagogernas inställning till området är det som kan göra skillnad.

Syftet med undersökningen var att undersöka hur barn bygger utifrån en inspirationsbild samt om barnen lär sig mer då de utmanas av en pedagog. Undersökningen genomfördes med hjälp av observationer av barn på en förskoleavdelning där samtliga barn var tre år gamla.  Resultatet visade att de flesta barnen byggde vertikalt. Endast ett barn valde att bygga horisontellt och använde inspirationsbilden som underlag till sitt bygge. Resultatet visade även att det har stor betydelse om det finns en pedagog närvarande som utmanar barnen vid bygg och konstruktionslek och kan synliggöra deras lärande. Skillnaden i barnens byggande när de blev utmanande av en pedagog var att de använde sig av flera byggklossar när de byggde samt av flera olika geometriska former på byggklossarna. / The aim of this study was to investigate how children are building based on a picture for inspiration and if children learn more when they are challenged by a teacher. The study was conducted using observations of children in a preschool department where all the children were three years old. The results showed that most of the children chose to build their buildings vertically. Only one child chooses to build horizontally and used the picture for inspiration as basis for the building. The results also showed that it is very important that a teacher is present and can challenge the children at building and construction game and visualize their learning. Differences in the children’s building when challenged by a teacher were that they used more building blocks in their building and that they used building blocks of various geometrical shapes.

The purpose of this work is to investigate how 4-5 year olds perceptions of materials and material properties can be developed through an educational activity. The study is based on two interviews with eight children in that age category. The interviews were conducted before and after an activity where the children were first introduced to the subject by the tale of The three little pigs (Harris, 2009) and then given the opportunity to explore various materials related to the book. The kids got to experiment and explore how water affected materials and to compare different materials properties. The children were also attracted to build and create the material that was offered during the activity. The results of the survey show that children through practical exploration and surveying of the material increased their perceptions of concepts, properties and use of the materials in question. The children explored the materials with their minds and with the body in interaction with their peers and participating adult. The children were inspired by the book and each other in their creative work. Through dialogue and communication during the activity, similarities and differences were compared and the children developed their conceptual understanding.

The aim of this thesis was to find out if and why aspiring preschool teachers who study science and technology in their undergraduate courses show a greater interest in biology than the other subjects. The investigation was conducted on 64 students who during the time of this investigation, wrote thesis as the final step in their education. The to-be preschool teachers in the survey showed the greatest interest in the subject of biology, while interest in chemistry and physics turned out to be very low. Early childhood experience from preschool age can affect the view on a topic that a person later develops. It is therefore important that there are teachers in preschool that can help give children a positive image of all the natural sciences and technology.

Sammanfattning Syftet med den här undersökningen har varit att undersöka hur ämnet teknik har etablerats i förskolan jämfört med hur det har etablerats i grundskolan. Studien har genomförts genom att ta del av litteratur och tidigare undersökningar som belyser hur ämnet teknik har etablerats i grundskolan, och till viss del i förskolan, samt genom kvalitativa intervjuer med sex stycken pedagoger som arbetar i förskolan. Därefter har jämförelser gällande ämnet tekniks etablering gjorts mellan förskolans och grundskolans verksamheter. Undersökningen visar att arbetssättet skiljer sig mycket åt mellan pedagogerna och mellan olika förskolor, vilket är fallet även i grundskolan där nationell likhet gällande teknikämnet saknas. Liksom i grundskolan får inte heller teknik som ämne speciellt stort utrymme i förskolan. Det finns många likheter mellan de båda verksamheternas sätt att behandla ämnet teknik samt mellan förskolans pedagogers och grundskollärarnas syn på teknik. Graden av kompetensutveckling inom teknik bland förskolans pedagoger är det som allra mest påverkar pedagogernas syn på teknik, vilket sätt man arbetar med teknik samt vilket utrymme ämnet teknik ges. / Abstract The purpose of this work has been to study in what way technology as a subject has been established in preschool compared to in primary school. The comparison has been accomplished by taking part of literature and studies of technology as a subject in primary school, and to some extent in preschool, and through qualitative interviews of six teachers in preschool. Finally a comparison has been done between the establishment of technology in preschool and in primary school. This study shows that teachers work with technology in many different ways and that there are differences between different kinds of preschools, as well as they are in primary school there a national similarity is missing. In preschool, as well as in primary school, technology as a subject doesn’t get much space. There are a lots of similarities between preschool and primary school in the way technology as a subject is been treated and of teacher’s view of technology. It is the teacher’s educational level in technology that has most effects of the teachers view of technology, in what way they work with technology and how much space technology get as a subject

The aim of the study is to contribute insights into digital tools in technology education in preschool. The study examines preschool teachers’ perceptions of digital tools and their impact on children's interest in teaching. In order to find this out, the study also examines preschool teachers’ different knowledge and experiences since it can have an impact on how they see and work with these tools. The study's scientific approach is based on a hermeneutic perspective that forms the basis for the qualitative method choice in the form of interviews. It can be stated that the preschool teachers' knowledge varied despite the fact that they had received further education. It was possible to identify some uncertainty about the use of digital tools in technology education. Furthermore, it can be stated that the informants considered several different advantages of digital tools. They saw opportunities to use digital tools through educational development. These opportunities were for example when preschool teachers considered that digital tools added a depth for the education and as a reinforcement of what the children were doing.