<p>The purpose of this study has been to explore the expectations of the primary school on the activities of the pre-school. In order to limit the study I have chosen to compare the expectations found in two different schools. In the first case, the pre-school is integrated with the after-school centre and grade one to three (primary school), into the same building. In the other case, the pre-school share localities with the after-school centre in a separate building, with its own yard, within the primary school area. Since the purpose is rather comprehensive, it has been divided into sub-themes with separate set of questions. The sub-themes chosen are in themselves factors, which I believe to be of importance for the main purpose. I have used a qualitative method, why the answer may not be generalised, but give us a deeper understanding of the main question in my research, I have interviewed teachers and pre-school teachers as well as used curriculums and existing research, in order to shed light on the main question from different scientific perspectives. The result of this study shows, that the integration of the pre-school within the primary school, may be of great importance for cooperation and communication. The primary school’s expectations, however, seems to be more the result of the teacher’s and preschool teacher’s interpretations of the curriculums.</p>

The purpose of this study has been to explore the expectations of the primary school on the activities of the pre-school. In order to limit the study I have chosen to compare the expectations found in two different schools. In the first case, the pre-school is integrated with the after-school centre and grade one to three (primary school), into the same building. In the other case, the pre-school share localities with the after-school centre in a separate building, with its own yard, within the primary school area. Since the purpose is rather comprehensive, it has been divided into sub-themes with separate set of questions. The sub-themes chosen are in themselves factors, which I believe to be of importance for the main purpose. I have used a qualitative method, why the answer may not be generalised, but give us a deeper understanding of the main question in my research, I have interviewed teachers and pre-school teachers as well as used curriculums and existing research, in order to shed light on the main question from different scientific perspectives. The result of this study shows, that the integration of the pre-school within the primary school, may be of great importance for cooperation and communication. The primary school’s expectations, however, seems to be more the result of the teacher’s and preschool teacher’s interpretations of the curriculums.

The purpose of this essay is to investigate how parents of children with ADHD or autism experience the transition between preschool and preschool classes. To get answers to my questions, I interviewed five parents representing three different schools in one municipality. I have chosen to use a qualitative research interview inspired by phenomenology. The results of this study show that parents perceptions differ, in terms of how well the transition work for children, and how support and treatment are at a transition. For children with a documented diagnosis, schools have an action plan for those in the gray area there are no procedures. An inference to be drawn from the responses parents give, is that much could be overcome if educators and parents listened to each other and took lessons from each other’s knowledge.

The purpose of the study is to contribute to the field of social access in children's free play in the pre-school class, by looking at how children are included and excluded and how power structures arises in the free time. In order to capture the events that occur among the children, observations were chosen as research method. The results show that the children wanted to play with each other, and that the most common way to facilitate play was to ask "Can I join?". There were also other strategies being practiced regularly. It was also common to exclude other children from playing, and this was especially when the children wanted to protect their ongoing game, or that someone was not allowed to join because he or she ruined it for the others. Other aspects that affect which status the children had in the group was when they compared their skills with each other, to see who could jump the farthest, draw the best and so on. Knowledge on how to read and write were two other abilities that gave high status in the pre-school class. / Syftet med studien är att beskriva hur socialt tillträde och makt visas i en förskoleklass, och då titta på hur barn inkluderas och exkluderas och de maktpostitioneringar som uppstår i den fria leken. För att kunna fånga händelser som sker mellan barnen, valdes observationer som undersökningsmetod. Resultatet visar att barnen gärna ville umgås med varandra, och att det vanligaste för att få vara med och leka var att fråga "Får jag vara med?", men det fanns även andra strategier som förekom regelbundet. Att exkludera andra barn ur den sociala gemenskapen var också vanligt, och då framförallt för att barnen ville skydda sin pågående lek eller att någon inte fick vara med för att den förstörde för de andra. Andra aspekter som påverkade vilken status barnen hade i barngruppen handlade om att de jämförde sina färdigheter med varandra; vem som kunde hoppa längst, rita häftigast och så vidare. Här kom även kunskaper som att läsa och skriva in, vilket var två förmågor som gav hög status i förskoleklassen.

<p>Syftet med studien är att beskriva hur några förskollärare och grundskollärare värderar leken inom förskoleklassen och årskurs 1. De frågeställningar som studien utgår ifrån är följande: Vad uppfattar dessa pedagoger som det viktiga i leken?  Hur uppfattar dessa pedagoger att leken kan användas som en resurs i lärandesituationer inom förskoleklassen och årskurs 1? samt Hur uppfattar dessa pedagoger att möjligheten till lek förändras i årskurs 1 i förhållande till förskoleklass?</p><p>Studien har genomförts med en kvalitativ ansats enligt fenomenografiskt analyssätt. I studien har sex pedagoger intervjuats, dessa pedagoger har vi valt ut från tre olika skolor, det vill säga en förskollärare och en grundskollärare från respektive skola. Intervjupersonerna är även utvalda utifrån att de har minst tio års yrkeserfarenhet. Av insamlat datamaterial har åtta kategorier utformats.</p><p>Resultatet visar att de två verksamheterna, förskoleklass och årskurs 1, värderar leken ganska lika. Det viktiga i leken är framför allt att utveckla den sociala kompetensen Förskollärarna anser att allt lärande kan rymmas i leken, medan grundskollärarna anser att inlärning sker genom den pedagogiska leken och den fria leken är en paus för barnen för att återhämta sig. Fastän de båda yrkeskategorierna är medvetna om att leken ska vara en del även av verksamheten i årskurs 1, så får inte förstaklassarna alltid möjlighet till det.</p> / <p> </p><p>The purpose of this study is to describe how playing is estimated by some pre-school teachers and primary school teachers within a pre-school class and a primary school form 1. The issues which this study is based on are as follows: What is important in playing? How can games and playing be used as a resource in situations of teaching and learning in a pre-school class and a primary school form 1? and What is the possibility of changes in playing between pre-school compared to primary school form 1?</p><p>The study has been effected with a qualitatively high effort according to a phenomenographic way of analysis. In this study six pedagogues (teachers) have been interviewed, chosen from three different schools, one pre-school teacher and one primary school teacher from each school. They were also chosen by the duration of their  professional experience which is at least 10 years. From collected facts eight categories have been worked out.</p><p>The result shows that the two activities, pre-school class and primary school form 1 estimate playing almost in the same way. The important thing in playing is above all to develop social ability. Pre-school teachers think that all learning can be contained in playing, while primary school teachers think that learning takes place only through educational games, and that free playing serves only as a break for children to relax and recover. Although both professional categories are aware of the fact that free playing is supposed to be part of the activity in primary school form 1, it won't  normally be possible for these children to practice it.</p>

Syftet med studien är att beskriva hur några förskollärare och grundskollärare värderar leken inom förskoleklassen och årskurs 1. De frågeställningar som studien utgår ifrån är följande: Vad uppfattar dessa pedagoger som det viktiga i leken?  Hur uppfattar dessa pedagoger att leken kan användas som en resurs i lärandesituationer inom förskoleklassen och årskurs 1? samt Hur uppfattar dessa pedagoger att möjligheten till lek förändras i årskurs 1 i förhållande till förskoleklass? Studien har genomförts med en kvalitativ ansats enligt fenomenografiskt analyssätt. I studien har sex pedagoger intervjuats, dessa pedagoger har vi valt ut från tre olika skolor, det vill säga en förskollärare och en grundskollärare från respektive skola. Intervjupersonerna är även utvalda utifrån att de har minst tio års yrkeserfarenhet. Av insamlat datamaterial har åtta kategorier utformats. Resultatet visar att de två verksamheterna, förskoleklass och årskurs 1, värderar leken ganska lika. Det viktiga i leken är framför allt att utveckla den sociala kompetensen Förskollärarna anser att allt lärande kan rymmas i leken, medan grundskollärarna anser att inlärning sker genom den pedagogiska leken och den fria leken är en paus för barnen för att återhämta sig. Fastän de båda yrkeskategorierna är medvetna om att leken ska vara en del även av verksamheten i årskurs 1, så får inte förstaklassarna alltid möjlighet till det. / The purpose of this study is to describe how playing is estimated by some pre-school teachers and primary school teachers within a pre-school class and a primary school form 1. The issues which this study is based on are as follows: What is important in playing? How can games and playing be used as a resource in situations of teaching and learning in a pre-school class and a primary school form 1? and What is the possibility of changes in playing between pre-school compared to primary school form 1? The study has been effected with a qualitatively high effort according to a phenomenographic way of analysis. In this study six pedagogues (teachers) have been interviewed, chosen from three different schools, one pre-school teacher and one primary school teacher from each school. They were also chosen by the duration of their  professional experience which is at least 10 years. From collected facts eight categories have been worked out. The result shows that the two activities, pre-school class and primary school form 1 estimate playing almost in the same way. The important thing in playing is above all to develop social ability. Pre-school teachers think that all learning can be contained in playing, while primary school teachers think that learning takes place only through educational games, and that free playing serves only as a break for children to relax and recover. Although both professional categories are aware of the fact that free playing is supposed to be part of the activity in primary school form 1, it won't  normally be possible for these children to practice it.

Each municipality in Sweden have to offer all children a place in a pre-school class starting the autumn term of the year the child turns six until it starts compulsory school. Despite the fact that it is a non-compulsory education, 95 % of all six-year-olds attend pre-school class. The purpose of this study has been to explore how pre-school and compulsory schools organize the pre-school children’s transition to pre-school. It also aims at examining how teachers’ co-operate in order to fulfill the commission of the national curriculum and how they make a smooth transition to the new school for the children. Research questions: In what way do teachers in pre-school and compulsory school co-operate in in order to make the children’s transition easy? What part of the process and which operators are most important for the children in the transition? To what extent does the school organization fulfill the commission of the national curriculum regarding co-operation between pre-school and compulsory school? To answer these questions I have used a qualitative method where I have made seven interviews as well as a text analysis of annual reports from the studied schools. Organization theory, as well as social process theory has been used to analyze the data. The result shows that each part of the organization mostly provide for the other’s interests, instead of interacting towards the purpose of the national curriculum commission meaning to accomplish co-operation between pre-school and compulsory school. Especially pre-school teachers supports the children through the transition as well as the after school center that works as an important bridge in the process. In spite of good intentions, and pre-school teachers’ initiatives to develop better equivalent routines, the organization still has a lot left to do before every part is involved and the mission is accomplished. A good organization, and good leadership, is in the end very important for the sake of the children.

<p>Phonological awareness is the ability to recognise, identify and manipulate components in words. Phonological awareness is an important part of the early literacy learning, although researchers disagree on how the connection arises. In the United Kingdom, synthetic phonics is a recommended way to teach literacy and the Jolly Phonics is a common approach within this method. In Sweden, mostly synthetic but also analytic methods are used for literacy teaching. The PhonicStick is developed as a communication device for impaired people and is based on the Jolly Phonics. In this study, the PhonicStick was being tested on children aged 5 and 6 years in mainstream pre-school classes to evaluate the use of it and its use for improvement of phonological awareness. The participating children were randomly divided into a test and a control group. All children were pre- and post-tested to analyse the possible improvement of parts of the phonological awareness. The test group went through three PhonicStick sessions, including different games and tests. The results from the pre- and post-tests of phonological awareness showed no significant differences between the test and control group. However, four out of five PhonicStick tests showed a significant improvement between session 1 and session 3. This shows that the children in the study were able to handle the PhonicStick after only three sessions, including remembering phonics the without visual information and producing words including two or three phonics.</p> / <p>Fonologisk medvetenhet är förmågan att känna igen, identifiera och manipulera komponenter i ord. Fonologisk medvetenhet är en viktig del av den tidiga läsinlärningen även om forskarna är oeniga om hur sambandet uppstår. I Storbritannien är Synthetic Phonics en rekommenderad metod vid läs- och skrivinlärning och Jolly Phonics är en vanlig strategi inom denna metod. I Sverige används framför allt syntetiska men även analytiska metoder vid läs- och skrivundervisning. The PhonicStick är utvecklad som ett kommunikationshjälpmedel för personer med funktionsnedsättning och baseras på Jolly Phonics. I den här studien testades the PhonicStick på 5- och 6-åriga barn i vanliga förskoleklasser för att utvärdera användningen av den och dess användning för förbättring av den fonologiska medvetenheten. De deltagande barnen delades slumpmässigt in i en test- och en kontrollgrupp. Alla barn pre- och posttestades för analys av eventuella förbättringar i delar av den fonologiska medvetenheten. Testgruppen genomgick tre PhonicStick-tillfällen som inkluderade olika lekar och tester. Resultaten från pre- och posttesten av fonologisk medvetenhet visade inte några signifikanta skillnader mellan test- och kontrollgruppen. Fyra av fem PhonicStick-tester visade dock en signifikant förbättring mellan tillfälle 1 och tillfälle 3. Detta visar att barnen i studien kunde hantera the PhonicStick efter bara tre tillfällen, genom att komma ihåg fonem utan visuell information och att producera ord med två eller tre fonem.</p>

Phonological awareness is the ability to recognise, identify and manipulate components in words. Phonological awareness is an important part of the early literacy learning, although researchers disagree on how the connection arises. In the United Kingdom, synthetic phonics is a recommended way to teach literacy and the Jolly Phonics is a common approach within this method. In Sweden, mostly synthetic but also analytic methods are used for literacy teaching. The PhonicStick is developed as a communication device for impaired people and is based on the Jolly Phonics. In this study, the PhonicStick was being tested on children aged 5 and 6 years in mainstream pre-school classes to evaluate the use of it and its use for improvement of phonological awareness. The participating children were randomly divided into a test and a control group. All children were pre- and post-tested to analyse the possible improvement of parts of the phonological awareness. The test group went through three PhonicStick sessions, including different games and tests. The results from the pre- and post-tests of phonological awareness showed no significant differences between the test and control group. However, four out of five PhonicStick tests showed a significant improvement between session 1 and session 3. This shows that the children in the study were able to handle the PhonicStick after only three sessions, including remembering phonics the without visual information and producing words including two or three phonics. / Fonologisk medvetenhet är förmågan att känna igen, identifiera och manipulera komponenter i ord. Fonologisk medvetenhet är en viktig del av den tidiga läsinlärningen även om forskarna är oeniga om hur sambandet uppstår. I Storbritannien är Synthetic Phonics en rekommenderad metod vid läs- och skrivinlärning och Jolly Phonics är en vanlig strategi inom denna metod. I Sverige används framför allt syntetiska men även analytiska metoder vid läs- och skrivundervisning. The PhonicStick är utvecklad som ett kommunikationshjälpmedel för personer med funktionsnedsättning och baseras på Jolly Phonics. I den här studien testades the PhonicStick på 5- och 6-åriga barn i vanliga förskoleklasser för att utvärdera användningen av den och dess användning för förbättring av den fonologiska medvetenheten. De deltagande barnen delades slumpmässigt in i en test- och en kontrollgrupp. Alla barn pre- och posttestades för analys av eventuella förbättringar i delar av den fonologiska medvetenheten. Testgruppen genomgick tre PhonicStick-tillfällen som inkluderade olika lekar och tester. Resultaten från pre- och posttesten av fonologisk medvetenhet visade inte några signifikanta skillnader mellan test- och kontrollgruppen. Fyra av fem PhonicStick-tester visade dock en signifikant förbättring mellan tillfälle 1 och tillfälle 3. Detta visar att barnen i studien kunde hantera the PhonicStick efter bara tre tillfällen, genom att komma ihåg fonem utan visuell information och att producera ord med två eller tre fonem.

It is important that children develop their communicating skills to be able to interact withother persons in different social contexts. Without the necessary skills, the child will struggleto understand others, as well as to be understood. My qualitative research takes place in a preschoolclass at a primary school in Stockholm, where I from a sociocultural perspective onteaching and learning aim to clarify how the students’ ability to develop their linguisticperformance and their communicative competence is stimulated within this primary preschool’seducational framework. Empirical data was collected both through observations ofthe daily activities in the pre-school class as well as through interviews of three employedteachers. My research indicates that the educational framework in this pre-school class is structured tocomply with the official Swedish Curriculum, Lpo. 94. The students’ linguistic performanceand their communicative competence were well stimulated through a diverse set of organizedactivities and their own unstructured play. My research also concludes that the educationalframework was built around a constant interaction and collaborative measures between theteachers and the students, as well as among the students themselves. I can from thesociocultural perspective hence conclude that the students are given all the tools needed todevelop their linguistic performance and their communicative competence.