The aim of this study is to examine educator’s attitudes regarding the youngest children’s influence. The target group for this study is educator’s that currently is working with children that are 1-3 years of age. To be able to answer the aim of this study semi-structured interview were conducted. I have performed interviews with five educator’s that currently work in two different preschool that is situated in a small city, in Sweden. The results show that the educator’s attitudes should be open and flexible and thereby allow the children more influence. The educator’s also talk about support, that they shall function as a supporter for the children and be there for them when needed. Responsive and empathetic is also important for the teachers in this study.

Detta är en fallstudie som ämnar undersöka hur förskolans yngsta barn utforskar naturvetenskap i utemiljön samt hur förskollärare interagerar med dem i deras utforskande. Den tidigare forskning som är relevant för studien presenteras sedan beskrivs utvecklingspedagogiken vilken är studiens teoretiska utgångspunkt. De metoder som använts för studien är observationer av barn och förskollärare samt samtal med förskollärarna. Resultatet visar att de yngsta barnen utforskar naturvetenskap på flera olika sätt och förskollärarna både initierar utforskande och tar tillvara på barnens egna utforskande. Studien visar viktiga aspekter för barnens utforskande; - vad som finns tillgängligt för barnen i utemiljön - att förskollärarna är närvarande där barnen är - att den yta som finns tillvaratas så att barnen får möjligheter till lugn och ro att utforska. / This is a case study that intends to investigate how the preschool's youngest children explores natural science in the outdoor environment and how preschool teachers interact with them in their exploration. We will present previous research that is relevant for the study and describe the developmental pedagogy which is the study's theoretical starting point. The methods used for the study are observations of children and preschool teachers and conversations with preschool teachers. The result shows that the youngest children explore natural science in several different ways and the preschool teachers both initiate exploration and capture the children's own exploration. The study shows important aspects for children's exploration; - what is available for the children in the outdoor environment - that preschool teachers are present where the children are - that the available area is utilized so that the children have the opportunity for peace and quiet to explore.

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This study aims to visualize the youngest preschool children matematical learning in the free game. In my study the mathematics will be analyzed  based on the interactions children participate in, and how children experience mathematics through the lived body. I have chosen to undertake a qualitative research in form of observations. Through this research method, I would approach the child's perspective, which means that i analyze the material that the children in the observations reveals to me as a researcher. The results of the study show that children experience mathematics skills both through the lived body, as well as in interaction situations between children. The mathematics are around among us, all the time. This is very important to take into account for children's continued development of mathematical knowledge. / Denna studie syftar till att synliggöra de yngsta förskolebarnens matematiserande i den fria leken på förskolan. I min undersökning analyseras matematiken utifrån de samspelssituatiner barn deltar i, samt hur barn erfar matematik genom den levda kroppen. Jag har valt att genomföra en kvalitativ forskningsmetod i form av observationer. Genom denna forskningsmetod vill jag närma mig barns perspektiv, vilket betyder att jag analyserar det material som barnen i observationerna synliggör för mig som forskare. Resultatet i studien visar att barn erfar matematiska kunskaper både genom den levda kroppen, samt i samspelssituationer barn emellan. Matematiken finns runt ibland oss, hela tiden. Vilket är mycket viktigt att ta i beaktande vad gäller barns fortsatta utveckling av matematiska kunskaper.

The purpose with this study has been to understand and analyze how teachers, working with children in the ages of 1-3 years, understand and work with the concepts of gender and equality in preschool. The study has been completed through interviews and observations and is based on three key questions, which are: How pedagogues in the pre-school interpret the concepts of genus and equality? How are boys respectively girls received and treated by the pedagogue in the pre-school? What similarities and/or differences can be seen in the way that the preschool pedagogue treats boys and girls? The study's method is based on a qualitative approach. The main research methods for this study are observations and interviews. I have been interviewing three teachers from the same pre-school, located in a suburb in Stockholm as well as observed them during work. To analyze and get a deeper understanding of the collective knowledge gathered from the interviews and observations, theories surrounding gender, equality and social interaction have been used. Earlier research done within this area has been used to put this study into perspective. The results of this study show that there is great ambition from the teachers to work with a gender and equality based mindset. However these ambitions tend to be problematic to implement practically. In the study's results, it is shown that the traditional gender pattern is actually getting a stronger hold, rather than getting discouraged or broadened.

The purpose of this study is to find out why and how preschool teachers work with books to promote the youngest children´s languge development, which in my study aims at preschool teachers who are active with children between one and three years old. Based on semi-structured interviews, five preschool teachers from four different preschool in one municipality have been interviwed. The study´s results show that the preschool teachers saw an opportunity with the book in the education in order to be able to connect with other subject areas while promoting languge development, they also saw the book as a way to highlight the importance of recovery for the children. Furthermore, the significance of the environment and the variation of activities that preschool teachers use from the work with books also emerged. For the languge developmennt of the youngest children, the body´s importance for the languge and communication is lifted, and the importance of a conscious and present educator. In order to promote each child´s learning and development, it requries that the educator finds ways and, for example, uses concrete material in the work with the youngest children to create understanding and conditions for learning and development. / Syftet med denna undersökning är att ta reda på varför och hur förskollärare arbetar med böcker för att främja de yngsta barnens språkutveckling, vilket i min undersökning då syftar till förskollärare som är verksamma med barn mellan ett och tre år. Utifrån semistrukturerade intervjuer intervjuades fem förskollärare från fyra olika förskolor i en kommun. Undersökningens resultat visar att förskollärarna såg en möjlighet med boken i förskolans undervisning för att kunna koppla till andra ämnesområden samtidigt som man främjar språkutvecklingen. De såg även boken som en väg till att belysa vikten av återhämtning för barnen. Vidare framkom även miljöns betydelse och variationen av aktiviteter som förskollärarna använder sig av utifrån arbetet med böcker. För de yngsta barnens språkutveckling lyftes kroppens betydelse för språket och kommunikationen samt betydelsen av en medveten och närvarande pedagog. För att främja varje barns lärande och utveckling kräver det att pedagogen hittar vägar och exempelvis använder sig av konkret material i arbetet med de yngsta barnen för att skapa förståelse och förutsättningar till lärande och utveckling.

The study focuses on the work in preschool among the youngest children's and their participation in the choice of literature, the literature that is available to use in the daily activities. The purpose of the study is to describe the essence of the experience of the youngest children's participation in the choice of literature by studying the teachers' perception and experiences. The study investigates the teachers' perceptions and experiences in relation to the choice of literature and how staff at preschools try to ensure that the literature is perceived as interesting and relevant by the children. The study is based on the sociocultural theory. As a methodological approach, phenomenology was used because it allows the participants to describe their own experiences. The study was carried out at four different preschools, through a qualitative method where the investigation is based on the educators' own experiences and thoughts about participation in the choice of literature for the youngest children at preschool. As a data collection method, semi-structured interviews were used and through the use of phenomenological analysis, four overarching themes were identified in the educators' responses. The themes identified were purpose, the view of participation, the children's interest and access. The results show that when there is a purpose to the literature around a specific work, it is perceived to be more difficult to make the children involved. Participation is shown instead by the pedagogues starting from the children's interests when they themselves choose literature. Furthermore, it is made visible that the view of participation is expressed as something theoretical rather than something that educators consciously work with in practice. Inside the own preschool department, the children are made to participate by freely choosing from available literature. The availability of books does not seem decisive for the children's participation, but on the other hand, the lack of access to time and resources is something that is expressed as an obstacle to being able to make the children participate to the extent desired. Preschools that have libraries in their own operations let the children accompany them to the library to a greater extent and choose literature. The available literature on the subject is sparce which suggest further studies on the subject is needed

The purpose of the study is to contribute with knowledge about the youngest children's meaning-making based on a chemistry content in the activity "Solubility of different substances in water". The study is conducted from a socio-cultural perspective. The study is qualitative and based on the methodological approach Design-based research. In this case, an intervention, a designed activity. The intervention is supplemented with the didactic model Productive questions, to obtain additional empirical evidence for the study. The interventions were documented with video- recording on all occasions. Eleven children aged 1–3 years participate in the study.   The conclusion of the study is that the youngest children express meaning-making while participating in a chemistry-based activity. It takes place partly bodily with, for example, facial expressions, gestures, and movement, partly verbally with exclamations, words and longer sentences, to be followed by a concentrated exploration of what the child has discovered. The material has a clear impact on the meaning-making, as it forms the basis for the children's desire to discover. It is with the help of the different materials that the children see similarities and differences between the materials, which creates a sense of meaning around the different properties of the substances and their solubility in water. The study shows that interaction with others, especially peers, is significant for the youngest children's meaning-making. Interaction can take place in different ways, for example in dialogue, in intersubjectivity or together with material. The study shows that by starting from an everyday activity that interests the children and using productive questions, the child creates meaning based on a chemistry content. / Syftet med studien är att bidra med kunskap om de yngsta barnens meningsskapande utifrån ett kemi-innehåll i aktiviteten ”Olika ämnens löslighet i vatten”. Studien sker utifrån ett sociokulturellt perspektiv. Studien är kvalitativ och utgår från den metodologiska ansatsen Designbaserad forskning. I detta fall en intervention, en designad aktivitet. Interventionen kompletteras med den didaktiska modellen Produktiva frågor, för att få ytterligare empiri till studien. Interventionerna dokumenteras med videoinspelning vid alla tillfällena. Elva barn i åldern 1–3 år deltar i studien.   Resultatet visar på att de yngsta barnen meningsskapar utifrån ett kemi-innehåll i aktiviteten och att de uttrycker sitt meningsskapande på många olika sätt. Det sker dels kroppsligt med exempelvis, miner, gester och rörelse, dels verbalt med utrop, ord och längre meningar, för att därefter följas av ett koncentrerat utforskande av det som barnet upptäckt. Materialet har en tydlig inverkan på meningsskapandet, då det utgör grunden för barnens upptäckarlust.  Det är med hjälp av de olika materialen barnen får syn på likheter och skillnader mellan materialen, vilket skapar ett meningsskapande runt ämnenas olika egenskaper och löslighet i vatten. Studien visar att samspel med andra, framför allt kamrater, är betydelsefullt för de yngsta barnens meningsskapande. Samspel kan ske på olika sätt, exempelvis i dialog, i intersubjektion eller tillsammans med material. Studien visar att genom att utgå ifrån en vardaglig aktivitet som intresserar barnen och genom användandet av produktiva frågor sker det ett meningsskapande hos barnet utifrån ett kemi-innehåll.

This study is about 1-3-year-old children and their meeting with the documentation made available to them by preschool teachers. Eight preschool teachers in seven different preschools were interviewed. These interviews were combined with observations of the preschool environments to be able to view the documentation that was made available to the children. In this study we examine what happens in the meeting between children and material objects in documentation practises. We also sought to understand how material objects play a role in children’s participation in documentation practises. In this study we therefore use Karen Barads (2007) theory of agential realism to analyse the relationship between humans and the material environment. Basing the analysis on agential realism by viewing material objects as active agents instead of passive, we were able to gain insight into how photographs of children taking part in earlier activities or pictures of insects played a part in the activities and negotiations around the documentation. The youngest children’s handling of the documentation made available to them did not always coincide with the expectations of the preschool teachers. The documentations hanging on the wall would be worn out or taken down by the youngest children. Understanding the potential meaning behind the worn-out corners was made possible by using an agential realist approach where the child is seen as entangled in a constant intra-action with the human and non-human environment. We found that an agential realist approach has the potential to contribute to a versatile understanding of documentation practices with preschools youngest children.

The purpose of this study is to explore how and which communicative tools five different pre-school teachers use to communicate with children in the ages of one to two years old, and in that way contribute to the area of knowledge about how to use communicative tools in pre-school. To answer the purpose and the questions of issue I used non-participating observations as my method, which means that I kept myself in the background to influence the situation as little as possible. The result shows that pre-school teachers use different artifacts, ACC and the pre-school environment to communicate with children. ACC was for example used in connection to food situations. / Syftet med detta examensarbete är att undersöka hur och vilka kommunikativa redskap fem olika förskollärare använder sig av för att kommunicera med barn i åldrarna ett till två år, och på så sätt bidra till kunskapsfältet om hur kommunikativa redskap kan användas i verksamheten. För att få svar på syftet och frågeställningarna använde jag mig av icke-deltagande observationer, vilket innebär att jag höll mig i bakgrunden för att påverka situationen så lite som möjligt. Resultatet visar på att förskollärare använder sig av artefakter av olika slag, TAKK och förskolans miljö när de kommunicerar med barn, TAKK användes till exempelvis i samband med matsituationer.