The thesis analyses the child's perspective in the literary works of the holocaust literature - the novel The Painted Bird by Jerzy Kosinski, the short story Děti (Children) by Arnošt Lustig and the piece Noc (Night) by Elie Wiesel. We assume that the child's perspective is significant and totally different from the perspective of the adult narrator. The goal of the thesis is to define the characteristic elements in the narrative. First and foremost we seek to analyze the elements in the language, style and motifs of the texts. We also want to define what kinds of literary works are suitable to be denominated as literature written through the child's eyes. We divide the works into several groups according to the fact if the book is a fiction or a memoir. The main differences in using the child's perspective are between these two groups of literary works. In the thesis we first describe the holocaust as a historical event and then we go on with the description of the holocaust literature. In the other parts of the thesis we analyze the literary works mentioned above.

Detta examensarbete handlar om hur några förskollärare ser på barns möjligheter till inflytande i förskolan. Syftet för studien är att undersöka förskollärares förhållningssätt till, och uppfattningar om, barns inflytande i förskolans verksamhet. Studiens frågeställningar är: Hur tolkar förskollärare begreppet inflytande? Vilka möjligheter har barn till inflytande i förskolans verksamhet enligt förskollärare? Som metod för datainsamling har en kvalitativ intervjumetod används. Resultatet transkriberades sedan och analyserades med hjälp av Shiers (2001) femstegsmodell för inflytande. Modellen baseras på artikel 12.1 i barnkonventionen (1989). De slutsatser som dragits av studien visar att begreppet inflytande är svårtolkat samt att det saknas en gemensam defintion av hur ett reellt barninflytande egentligen ska yttra sig i förskolan. / This thesis is about a few preschool teachers' thoughts and ideas concerning children's influence in preschool. The purpose of the study is to examine preschool teachers' attitudes to, and perceptions of, children's influence in preschool. The questions of the study are: How do preschool teachers interpret the concept of influence in preschool? What opportunities do children have to influence everyday life in preschool according to preschool teachers? To collect all data a qualitative take on the interview method has been used. The results then were transcribed and analyzed according to Shier's (2001) five-step method for examining different degrees of influence. The model is based on Article 12.1 of the Convention on the Rights of the Child (1989). The conclusions of the study show that the concept of influence is difficult to interpret and that there is no common definition on how to actually incorporate real influence for children in preschool.

Children's Need In Focus (BBIC) is a processing and documentation system used in child welfare cases to investigate, plan and monitor interventions. The BBIC has had a breakthrough in Sweden and out of the country's 290 municipalities, there are 284 that use the system daily as a tool in cases involving children. The purpose of this study was to examine how social workers experience the BBIC as a working system and what strengths and weaknesses there are in the BBIC concept. We wanted our study to examine how the BBIC could possibly enhance the quality of childcare matters, but also how the BBIC could potentially increase children's participation in cases. We have performed qualitative interviews with eight social workers who work in four different municipalities where the BBIC is applied daily. The result of the interviews shows that the social workers feel there are both strengths and weaknesses in the system. It is a common opinion among the respondents that their work becomes structured and the majority thinks that the child's perspective has been strengthened as a result of the BBIC. Social workers in the study also feel that the BBIC is a comprehensive system and many of them ask for increased resources.

Denna studie syftar till att ta reda på vad för slags platser som barn i svensk förskola ser som lockande samt vilken lek som sker vid dessa platser. Studien utgår ifrån barns perspektiv i ett försök att se barns röster och göra dem hörda. Metoden som använts är kvalitativa intervjuer med barn men med utgångspunkt från barns egna fotografier på de platser de helst leker. Intervjufrågorna är öppna och riktade mot platsen i sig och leken som utspelas där. Resultatet visade att barnen helst lekte på platser där det fanns material och rekvisita för att utföra rollekar, rum med öppna ytor och förutsättning för konstruktionslek samt platser där material fanns tillgängligt för att barnen skulle kunna utföra roll-, konstruktions- eller rörelselek. Något som även tydliggjordes var att barn även valde dessa platser på grund av att de erbjöd lek med andra kamrater och fanns i närheten av vuxna. Något som kommer att diskuteras i studien är hur barnens val kunnat se annorlunda ut om man utgår från att det kan finnas förbestämda tillskrivningar i handlandet/leken på platsen. / This study aims to find out what kind of places children in the Swedish preschool sees as enticing as well as the games that takes place at these sites. The study is based on the child's perspective in an effort to ensure children's voices and make them heard. The method used is qualitative interviews with children, based on the child's own photographs in the places they prefer playing. The questions are open and directed to the site itself and the games that take place there. The result showed that the children likes to play in places where there are materials and props for performing role play, rooms with open space and conditions for construction play and also places where the material was available for the children to perform role, construction or active games. Something that also became clear was that the children chose these locations because they offered play with other comrades and were near adults. Something that will be discussed in the study is how children's choices could have been different if it is assumed that there may be predetermined attributions in actions/games at the spot.

Många studier har gjorts inom området familjeterapi men sällan har barnens egna upplevelser utvärderats. Studiens syfte är att utforska barns erfarenheter av familjeterapi. Frågeställningarna behandlar barnens förväntningar inför terapin, men även deras skildringar av familjesamtalen och situationen efter avslutad terapi. I studien, som har en kvalitativ ansats, har åtta barn i åldrarna 5-12 år intervjuats med hjälp av semistrukturerade frågor och "tjejpingmetod" (Soltvedt, M. 2005). Resultaten visar att de flesta barn, trots sina positiva förväntningar innan terapin, upplever familjesamtalen i första hand som "vuxensamtal" där det är föräldrarna som får stöd och hjälp. De tycker att det har varit svårt att förstå och göra sig förstådda i samtalen. Barnen uttrycker en önskan om deltagande i samtalen men upplever ofta ett utanförskap, obehag och osäkerhet gällande sin roll i terapin. De flesta av barnen ser sig själva som "ensam problembärare", vilket är en bild som föräldrarna ofta bekräftar. Syskons deltagande lyfts fram som en tryggande faktor för barnen, liksom de icke-verbala inslagen i terapin. De barn som haft BOF (Barnorienterad familjeterapi) som behandlingsmetod eller andra icke-verbala inslag i terapin är nöjdast och har upplevt störst delaktighet. I studien visar barnen prov på sin kapacitet som informanter om sin situation. En förbättrad förståelse för barns upplevelser av familjeterapi möjliggör utvecklingen då det gäller terapeuters kompetens och terapeutiska metoder som på ett tydligare sätt är till gagn för både barn och vuxna. / Many studies have been done in the field of family therapy but the children's own experiences are rarely evaluated. The aim of the present study is to explore children's experiences of family therapy. The research questions addresses the children´s expectations before family therapy but also their descriptions of the family conversations and the situation after finished therapy. In the study, which has a qualitative approach, eight children (five boys and three girls) between 5-12 years of age, have been interviewed by using semi-structured questions and "tape method -playful conversation" (Soltvedt, M. 2005). The results shows that most children, despite their positive expectations prior to family therapy, experience family conversations primarily as an "adult conversation" where it is the parents that get support and help. They think it has been difficult to understand and make themselves understood in the conversations. The children expressed a desire to participate but often experienced exclusion, discomfort and uncertainty regarding their role in therapy. Most of the children see themselves as "single problem carrier", which is an image that parents often confirm. Siblings involvement is highlighted as a securing element, as well as the non-verbal elements of therapy. Those children that had BOF (Child-Oriented Family therapy) as a treatment method or other non-verbal elements of therapy are most satisfied and have experienced the greatest participation. In the study the children demonstrated their capacity as informants about their situation. An improved understanding of children's experiences of family therapy enables progress regarding the therapist's competence and therapeutic methods, which clearly is beneficial to both children and adults.

Nutida förutsättningar för samhällsplanering har resulterat i att barns demokratiska och fysiska utrymme i planer är mindre än det som stipuleras i barnkonventionen. Syftet med studien är att skapa en förståelse för vilka utmaningar, brister och möjligheter som finns att inkludera barnfrågor i kommunal planering. Undersökningen utgår från två frågeställningar där detta konkretiseras. Studien är avgränsad till Sverige och den teoretiska utgångspunkten är begreppen ”barnperspektiv”, ”barns perspektiv” och ”barns bästa”. Materialet har samlats in med hjälp av de kvalitativa metoderna dokumentstudie och intervju och empirin har sammanställts genom en tematisk analys i tre delar. Arbetet har resulterat i tre centrala slutsatser kring utmaningar, brister och möjligheter. Genom dessa argumenterar vi för att förhållningssättet till barns kompetens samt strukturella och praktiska förutsättningar är avgörande för en lyckad inkludering av barnfrågor i planering. / Present conditions for urban and regional planning have resulted in children's democratic and physical space in development plans being smaller than what is stipulated in Children’s Rights Convention. The purpose of this study is to understand what challenges, deficiencies and opportunities there are when including children’s needs in physical planning in Sweden. The study is based on two research questions where this is further specified. The theoretical framework is the concepts of “child perspective”, “child's perspective” and “children's best interests”. The data has been gathered trough the two qualitative methods document study and interview and compiled through a thematic analysis. This work has resulted in three central conclusions regarding challenges, deficiencies and opportunities. With these conclusions we argue that the approach to children’s competence as well as structural and practical conditions are crucial for successfully including issues concerning children in planning.

Children’s literature is written by adults, who have assumed a child’s perspective to understand their world. In other words, adults have a great impact with their subjective views and perspectives about what childhood is, in their presentation of literature. The purpose of this thesis is to attempt to identify what children’s literature mediates and how the concept of the competent child presents itself within relevant books. This term is well sought after in the Swedish preschool curriculum and heavily discussed between preschool teachers. With this thesis, our goal has been to examine the Swedish curriculum referencing the competent child, utilizing current children’s literature from preschools. With the help of the Reggio Emilia pedagogy we have acquired results that indicate factors such as age and the physical size of a child, amongst others, provide a negative obstacle that hinders a child to appear sufficiently competent from the perspective of adults. Therefore, we deem it important to analyze children’s literature and determine if it portrays a modern childhood and an accurate concept of the competent child, or if it fails to do so.

This research investigates the children's conditions and their daily routine during WWII. Three individuals' narrative will give us an inside view of what happened in their local community that could correlate to the national level.The focus will be on the children’s family, health conditions, school activities; social activities and their encounter with the German soldiers and refugees. The use of micro and oral historical approach, will not only explore how the children were affected by the war but more importantly to give them voice and not be the forgotten people in the society.

The aim of the study is to explore the consideration of the child’s perspective in investigations and family intervention within the context of two professional roles: social workers and family therapists. Both professions operate with the aim of promoting the best interests of the child after methods such as BBIC.  We chose a qualitative method through semi-structured interviews with four social workers from units related to children, young people and families, as well as four family therapists from family therapy organizations around Sweden. Our theories have been the experiences of action, empowerment and child's perspective. Beyond these theories we have been looking at the Children’s Convention to see which difference the implementation in Swedish law has made.  The results show that the child's perspective, according to the social workers and family therapists, has grown stronger in the last few years but that there is still a big need for development in both works. Notably, the implementation of the Children's Convention has augmented documentation and journaling practices. However, challenges persist in staying updated of new legal frameworks. Other than that the economic constraints influence the decision-making process, leading to a preference for shorter and less expensive interventions over longer ones. Effective collaboration between family therapists and social workers is essential for a unified approach to the child's perspective, striking a balance to integrate both parental and child perspectives meaningfully.

The purpose of this study is to find out what the educators idea of educational documentations in ratio to childrens inclusion and impact in pre-school are, together with the child's own perception of the concepts of documentation. We proceeded from the following issues: What are the significance of educational work according to the teachers? What is the teachers idea of a childs impact and inclusion in educational documentation? In what way do the children have influence over, and inclusion in educational documentation? What are the childrens feelings of the documentations? In order to find answers to our questions, we used qualitative examinations consisting of seven educators and seven children from various pre-schools in Stockholm, and thereby, we have analyzed our results. As our theoretical frame, we used ourselves of Vygotskijs and Säljö's sociocultural perspective that is about "progress and learning", which is achieved by interaction and cooperation in a social context. The result shows that the aim of educational documentation is to reveal the childs development and learning, and also to involve the parents by putting up documents on the wall. It is important for children to both participate and influence both the documentation and other sections of the school where it affects the children, but this is sometimes hard to fulfill in all situations. The educators realises that to make the children participate, they simply have to rely on the child group and their interest. They also have given activities that everyone should follow. The lack of time is an obstacle for all educators, but what they all have in common is that having the participation and weight of the child would benefit the childs growth.