sh.sePublications
Change search
Refine search result
123456 151 - 200 of 289
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 151.
    Källgren, Veronica
    Södertörn University, School of Culture and Education, Teacher Education.
    "Ta det som en man?": En kvalitativ innehållsanalys med fokus på maskulinitetsdrag hos karaktärer i Svenska filminstitutets rekomendationer för Skolbio2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is a qualitative content analysis which sets out to examine the representation of stereotypic masculine traits amongst the main characters in two films from The Swedish Institute of Film's (Svenska Filminstitutets) selection for ”School Cinema” (Skolbio). The study is operationalised through the use of a scheme, constructed by Lorraine Evans and Kimberly Davies for their study No sissy boys here, which maps stereotypical masculine and feminine traits and originates from Sandra Lipsitz Bems ”Sex Role Inventory”. The masculine traits in the scheme are: aggressive, competitive, argumentative, decisive, assertive, risk-taking, self-reliant and adventurous, and the feminine are: affectionate, emotionally expressive, impetuous, nurturing, panicky, passive, tender, and understanding. A background is provided through the presentation of previous work within the fields of Hegemonic masculinities, Masculinities in teaching aids, Film as teaching aid, Representation and Discourse.

    Through the analysis several instances of masculine – as well as some feminine – traits are detected, and the findings ultimatley shows that even though there is a big agent with a lot of credibility behind the distribution of these films, and the related tutor-material to go with them, it is not enough to ensure that the material does not reproduce stereotypic, hegemonic masculinity and a normative way of thinking about gender.

    Download full text (pdf)
    Ta det som en man
  • 152.
    Körhan, Sevda
    Södertörn University, School of Culture and Education, Teacher Education. sevda.korhan01@sh.se.
    En studie om hur ADHD/DAMP skildras i fem barnlitterära verk2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out, explore and see how children with neuropsychiatric problems like ADHD/DAMP are portrayed and treated in five fictional children’s books written by writers who all are related to ADHD issues, except for one writer.

    I have done a text analysis performed on five children’s books which can be found in libraries in most of the libraries in Sweden. The analysis shows varying results between the five books followed by a general conclusion about how children with concentration problems are being presented in these chosen children's literature. The main problematic of this study is to examine how these characters are being represented and treated within the scopes of school, family relations and how ADHD/DAMP symptoms are portrayed. This study focuses on analysing how the actual ADHD/DAMP behaviour is being reflected and better understanding for the reader to understand the symptoms of ADHD.

    Another fact is what kind of relations these children with neuropsychiatric dysfunctions are portrayed when facing with other persons, such as family and friends and how ADHD/DAMP is affecting them daily basis. The last focus of this study is to investigate if the children in these fictive books are experiencing problems in school, and if they are receiving any support at all, for instance in form of a supporting teacher and how if these support helps the children in their personal development.

    Download full text (pdf)
    bokanalys om hur adhd skildras i fem barnböcker
  • 153.
    Lansén, Berit
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Szell, Melinda
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogers uppfattningar om barns inflytande ur ett genusperspektiv: Flickors respektive pojkars inflytande i förskolans vardag ur ett genusperspektiv2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this examination was to make a qualitative study focusing on children's influence from a gender perspective. The study is based on interviews. We wanted to investigate teachers' perception of children's influence in the preschool.

    Earlier research on children´s influence and gender has also helped us in the conclusion of this examination.

    The survey consists of ten interviews with teachers of varied work experience in the preschool. We also chose to interview teachers in other positions, since this is often the case in preschools today. From the result we can see that there are different levels of skill and awareness regarding the topic of children's influence from a gender perspective. Our researches shown that preschools are at different stages in their work on children's interests and that it is not always certain that girls and boys have the same amount of influence during their days at preschool. We concluded that those who claimed to work consciously with equality were more familiar with the subject, and that they had many thoughts about it. Another aspect that proved to be important was the impact of the learning environment to the children´s opportunity to affect their everyday lives.

    In conclusion, all the teachers said that children's influence is an important part of children's daily life at preschool as it is also a way to teach children democracy, consideration and respect for their environment.

    Download full text (pdf)
    fulltext
  • 154.
    Lara, Carola
    Södertörn University, School of Culture and Education, Teacher Education.
    Arbetsglädje: En kvalitativ intervjustudie om hur fem lärare i grundskolans tidigare år beskriver arbetsglädjens betydelse och påverkan2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The goal of this study is to examine what five teacher’s impression of the teacher’s role is in their previous years. How important the “joy at work” is in relation with the educational progress? And what aspects that contributes to the” joy at work” and what obstacles that stops them. The essay will also go through the concepts of a teacher role, with connection to the theoretical perspectives of Csikszentmihalyi’s Flow and Antonovsky’s Salutogenesis (KASAM).

    The method I used was interviewing five teachers and I used Larsen’s chapter of “content analysis” as a basis, I also used Flow and KASAM as theoretical references in my analysis. I focused to analyze the teacher’s “joy at work” and find a solid impression of what a teacher role is. My result was that the student’ knowledge development made the teachers ease in joy with their work, and working this way was making the environment a better place to work with. The teachers had a strong KASAM and a good feeling of Flow and contribute to the “joy at work” with each other, which makes “joy at work” an important aspect for the working environment.

    Download full text (pdf)
    fulltext
  • 155.
    Leijonberg, Moa
    Södertörn University, School of Culture and Education, Teacher Education.
    Boksamtal som ett redskap för genusarbete: En studie om hur tre pedagoger ser på och arbetar med detta2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, I examine how educators are working with gender. My focus has been on gender and literature. The questions I asked is how educators choose the books that are read in the preschools and if they discuss literature from a gender perspective? I used two methods in this study, observations and interviews. My main base of theory is Lev Vygotskijs’ sociocultural theory. My main conclusion is that gender perspectives are used in varying degrees when literature is discussed. During my observations I could see, that the teachers were working in slightly different ways with gender although they work with the same curriculum. I also found that gender is an important subject in the preschools and that all the teachers thought they worked with gender.

    Download full text (pdf)
    fulltext
  • 156.
    Levy, Ruby
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Wickström, Sofia
    Södertörn University, School of Culture and Education, Teacher Education.
    "Genus är inskränkt!": En komparativt inriktad studie av genuspedagogik på förskolor i New York och Stockholm2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to examine how teachers work and reflects on gender education in preschools. We also want to take part of how teacher’s thoughts are reflected in the physical indoor environment and how the environment is designed by reviewing the rooms furnishing and the selected materials. We will do this by visiting a number of preschools located in Stockholm and New York. We have chosen three questions to get the answers on our purpose.

    • How teachers reflect around gender pedagogy are, and how the thoughts are expressed in the practical work.
    • How the teachers communicate with their co-workers about gender pedagogy.
    • How the teachers own thoughts and reflections on gender pedagogy have been expressed in the physical indoor environment where the children stay during the day.

     We have used interviews and observations as a method to gather the information that we needed to answer our questions of the thesis. We have used the sociocultural perspective, variation theory and queer theory as a ground to analyze our gathered information.

    As a conclusion we have found that the teachers have different ways of reflecting about gender pedagogy but they still don´t want to focus their work on it. They would rather focus their pedagogy on working with equality, which for them means more than just gender. We have reached that to find a way you work sustainable with gender pedagogy you have to have an open minded attitude towards the children, have critical standards, and an environment where children can grow and learn without focusing on gender. 

    Download full text (pdf)
    "Genus är inskränkt!"
  • 157.
    Licina, Melida
    Södertörn University, School of Culture and Education, Teacher Education.
    Fyra elevers upplevelser kring grupparbeten2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate four students in grades six by interviewing them. It will find out how they personally perceive their own learning in group work and why they work in groups. In my investigation, I will rely on these two questions:

    • How do my subjects reflect on their own learning during group work?
    • Why do my subjects think that they work in groups?

    For my study, I selected four students from the same school, two girls and two boys, who are 11 to 12 years old. The interviews were individual because I wanted to get a deeper view of how students perceive their own learning in groups and why they are working with a group of other students. Within my thesis, I have focused on the social constructivist theory. Other terms used are "life-world", the "horizon of understanding" and "learning by doing".

    The study shows that students develop their social and democratic skills, along with their individual knowledge and learning when they work together in a group. Students agreed that language is the key to communicating and understanding the knowledge of social interaction. They felt that their individual learning was strengthened and developed as they shared their knowledge and experiences. Students felt that they learn many things, but above all to work together and explain things to each other, both of which are very important concepts. Students also felt that the democratic learning develops the most when they are happier and will practice listening to and respecting each other's thoughts and ideas in social relationships.

    The results show that students think that they should learn to work with everyone. Students agree that it is important that they help each other to understand, whether Swedish is their mother tongue or an additional language. Moreover, students feel that they learn how theory and reality are related better, when they understand in a concrete way.

    Download full text (pdf)
    fulltext
  • 158.
    Lindberg, Åsa
    Södertörn University, School of Culture and Education, Teacher Education.
    Dags att vakna...: En essä om pedagogisk medvetenhet, förhållningssätt och ansvar2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, I examine teachers' different approaches, responsibilities and child perspective on preschool. I discuss how important it is that we educators in preschool work together as a team about childcare and learning. Our attitudes affect the children.

    In the essay, I show examples of different attitude and approach to learning and the significance of the educational awareness that characterize the work of the nursery. We have different approaches and standards that are influenced by our cultural, social and ethnic backgrounds. It plays a major role in how we interpret and understand various situations in preschool.I also discuss preschool teacher's responsibility and teamwork, and how it affects children. I refer to the pre revised curriculum that emphasizes care, learning and development to form a whole (Lpfö 98/10). But even though we will endeavor curriculum goals, I've discovered that there are many different ideas about how we can best work with the children and develop our work. There is a lack of awareness of why a teacher is acting in a certain way in a preschool.I also discuss the important ethical aspect that involves changes. The teacher must realize that kindergarten and society is changing rapidly and that it is not only going to work the same way as they always have. In the essay, I try to highlight the need to reflect on the teacher´s own actions, experience and knowledge. Furthermore, how important it is to take responsibility and to be aware of the preschool policy documents and the demands made ​​of us as educators.

     

    Download full text (pdf)
    Dags att vakna...
  • 159.
    Lindbäck, Malin
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Aggefors, Sara
    Södertörn University, School of Culture and Education, Teacher Education.
    "Miljön är A och O": En kvalitativ studie om arbetet med planering och utformning av förskolans pedagogiska miljö2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This graduate work is about didactic issues related to the preschool environment. The study aims to contribute to a deeper understanding of how the preschool teachers can plan and design the indoor environment to promote children's development and learning. We will also examine how the work of the preschool indoor environment relates to the kindergarten curriculum. This will be examined through qualitative interviews with teachers at a preschool in Botkyrka municipality. The thesis is based on an inductive study method so the theoretical approach has been chosen by the informants' responses. As a complement to the previous research, we have chosen to base our study in Vygotsky's educational psychology to clarify the interactions between the environment and children's development and learning.

    The informants in our study described, among other things, that their work with preschool indoor environment is based on an environmental document, which is an evolving supplement to the kindergarten curriculum. They create various "corners" or base environments where children can meet and learn from each other. These base environments are designed in the way that they are self-explanatory, that is, the children develop into independent individuals.

    Download full text (pdf)
    fulltext
  • 160.
    Lindgren, Niklas
    Södertörn University, School of Culture and Education, Teacher Education.
    Ta rast!: En sociokulturell studie om rastverksamhet2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to highlight play and learning in the lower school ages in organized and non-organized break actives. The premise is that the break is a part of the schoolday and that the school has responsibility to live up to the goals and guidelines of the curriculum even in recess. Leisuretime-pedagogy and the professional competence the pedagogs possess about games and the social relations of children are also in focus in this study. The study is a qualitative study where the empirical material consists of observations in a schoolyard environment during one week and interviews with children. The material has then been interpreted and analyzed using Lev S. Vygotsky's sociocultural perspective. The conclusions are, that the break is an opportunity for children to socialize with peers and in a playful way learn social skills of friendship, how to behave as a boy or a girl, and what works for one's age. The study also shows that children crave active adults in the schoolyard during recess and leisure-pedagogs have the skills required to support children's development by supporting the children's building of relationships and offer educational activities.

    Download full text (pdf)
    Ta Rast!
  • 161.
    Lindholm, Linn
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Lantz, Jennifer
    Södertörn University, School of Culture and Education, Teacher Education.
    Inflytande och gränssättning i förskolan: En undersökning kring hur fem pedagoger förhåller sig till inflytande och gränssättning i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This qualitative study is aimed to find out how teachers at one preschool relate to influence and boundaries. This has been carried out through qualitative interviews whose contents have been analyzed and processed. The theoretical framework of the study is the philosophy of John Dewey derived from Pragmatism, where thought and action is seen as one where the child needs to try and experiment to learn. We are two authors who stand for this study in which we both were present at all times for the interviews.

    The interviews revealed that teachers believe that influence is important for children's self-esteem, to become a good citizen of the community and to learn that certain things are expected. It also emerged that influence combined with boundaries is seen as very important.

    It appeared that the teachers look at influence in preschool in three different ways - influence here and now, influence in the future and influence for the children self-esteem. Overall, it appeared that the influence is seen as important in combination with boundaries.

    Download full text (pdf)
    Inflytande och gränssättning i förskolan
  • 162.
    Lindkvist, Magdalena
    Södertörn University, School of Culture and Education, Teacher Education.
    Det finns så många olika kompetenser inom förskolans väggar: En kvalitativ studie om fem förskollärares syn på utvecklingen av förskolans kvalitet2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Through a sociocultural perspectivethe purpose of this study is to investigate how preschool teachers look at quality development in preschool and how they perceive their participation in this development.

    I have used a qualitative method based on five interviews with preschool teachers from three different parts of Sweden. I used an interview guide with open questions. The interview answers were categorized in themes based on the responses which were most frequent. In the result I have been using an analysis based on these themes. The result showed that the preschool teachers consider that the leadership style affects their work. They agree that a democratic leader promotes the development of the preschool quality. The foundation of this the preschool teachers think is that communication, interaction and trust are central in the leadership. The result also showed that the five preschool teachers have different opinions about their participation in the development of the preschool quality. Some of them do not think their leader take advantage of their competences. To feel that they are participating in the preschool development, they consider it is important with good communication. The preschool teachers who feel that they are participating express that the leadership see their competences, encourage them and let them know that they are important to the preschool. The last conclusion is that communication is central to the preschool's development. It is important to be conscious of the different parts of communication and to use them.

    Download full text (pdf)
    fulltext
  • 163.
    Lindqvist, Evelina
    Södertörn University, School of Culture and Education, Teacher Education.
    Akta dig för pappas skägg, hetvägg!: En genusanalys av UR-programmet Selmas semla2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    Selmas semla
  • 164.
    Louthander, Jessica
    Södertörn University, School of Culture and Education, Teacher Education.
    Det kompetenta och beroende barnet: en undersökning om omsorg, lärande och kön2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is an attempt to investigate how conversations about learning and care are distributed in the pick-up situation in preschool. The intention is to analyse how that could be understood in constructing children and childhood. Education and care are in the text separated concepts to clarify aspects of care in an otherwise dominant discourse of learning. The theoretical viewpoint is based on social constructivism and partly on childhood studies. To reach the purpose of this essay, observations where done during four afternoons at two public preschools in Stockholm March- April 2013. This essay is based on an ethnographic approach, and understood from a hermeneutic view.

    The conclusion and result from the observations is that conversations during observed pick-up situations are mainly about care. Only four conversation concerns learning, these four conversations are about girls. When the children’s gender was written out in conversations about care as well, it exposed other aspects of how gender is constructed in observed pick-up situations. The observations reveals a tendency whereas conversations about care, understood as routines connected to eating and sleeping, are described more in detail about boys. When it comes to clothes, as an aspect of care, girls are expected to take responsibility over their clothes, but never boys. This elucidates how boys are more likely to be constructed as depending on care, whereas girls are constructed as reasonable and learning in observed pick-up situations. 

    Download full text (pdf)
    Det kompetenta och beroende barnet
  • 165.
    Lowejko, Linnea
    Södertörn University, School of Culture and Education, Teacher Education.
    Genusstrategier i förskolan: En studie av en förskolas arbete med att motverka traditionella könsroller, ur ett intersektionellt perspektiv2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine a preschool's work to counteract traditional gender roles, which strategies are used and how norms about gender roles are produced and treated. The study also examines whether the preschool has an intersectional perspective in it's gender work, which analyzes how they relate to other categories such as ethnicity, race, class, age and sexuality in their work. I have been observing and conducting four interviews with teachers at a preschool with a gender profile. In my analysis I have used Foucault's theories about discourse and power. The results show that the informants had a high awareness of gender and that the main strategies used were: an individual perspective, seeing the individual and not the sex, and a gender-neutral strategy, removing everything that is gendered, for example, in language and environment. The preschool's work implementing the equal treatment plan (Likabehandlingsplan) allowed them to replace their gender profile, which included discrimination based on forms of ethnicity, religion or other belief, disability, sexual orientation, gender identity or expression and age. The results showed some examples of an intersectional perspective, for example, how the preschool worked with sexuality/different family structures and age, but other categories were harder to include, such as ethnicity, race and class. The conclusions I have drawn are that there are risks with these gender strategies. They confirm and reinforce gender roles, and there is a risk that the work is based on a white middle-class heterosexual norm, which means it is based on privileged positions. The work with the equal treatment plan requires an intersectional perspective and a self-reflected approach from the teachers.

    Download full text (pdf)
    fulltext
  • 166.
    Lundberg Bouquelon, Petra
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Att bli berörd till handling: det estetiska och dess förmåga att skapa angelägenhet i undervisningen2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 153-181Chapter in book (Refereed)
    Download full text (pdf)
    Att bli berörd till handling: det estetiska och dess förmåga att skapa angelägenhet i undervisningen
  • 167.
    Lundberg Bouquelon, Petra
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Estetisk reflektionsstrimma: att skapa sin erfarenhet2014In: Att växa som människa: om bildningens traditioner och praktiker / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 273-299Chapter in book (Refereed)
    Download full text (pdf)
    Estetisk reflektionsstrimma: att skapa sin erfarenhet
  • 168.
    Lundberg, Sanna
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogisk Dokumentation: En kvalitativ studie om förskollärare och barnskötares syn på pedagogisk dokumentation med utgångspunkt i Reggio Emilia2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose of this paper is to highlight three preschool teachers and three child nurses’ views on the educational work tool pedagogical documentation and Reggio Emilia educational philosophy, often associated with pedagogical documentation. Preschool teachers and child nurses’ are all employees under the same pre-school director, and works on three preschools located in the same area. The purpose of the selection of respondents is based on highlighting how far the staff describes the concept of educational documentation, and pedagogy of Reggio Emilia, and how far their statements are consistent with each other or not.

    Questions: The thesis is based on three questions;

    1. How does preschool teachers and child nurses’ describe pedagogical documentation?
    2. How does preschool teachers and child nurses’ describe the Reggio Emilia pedagogical philosophy?
    3. If there are differences between the preschool teachers and child nurses’, what could these mean for the pedagogical documentation in preschool?

    Method: The study is based on empirical data collected through qualitative interviews. The empirical material is based on six qualitative interviews with three preschool teachers and three child nurses’, who are in an organization which is inspired by Reggio Emilia.

    Main theoretical approach: The essay consists of three main theories, Piaget, Dewey and Vygotsky. The theories are the basis of the analysis, together with previous research and the six qualitative interviews that are conducted in the context of the essay.

    Result: The study's results and answers to the questions are presented in the final discussion. Our results demonstrate the difference between preschool teachers and child nurses' perception of what pedagogical documentation means for business, children and staff, and the Reggio Emilia educational philosophy.

    Download full text (pdf)
    fulltext
  • 169.
    Lundberg, Ylva
    Södertörn University, School of Culture and Education, Teacher Education.
    Uttryck, intryck: Förskollärares tankar om estetiska uttrycksformer i förskolor med tre olika pedagogiska inriktningar2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how preschool teachers think about their work with aestetic expression with children. In my study, I have chosen qualitative interviewes to take part of the preschool teachers´stories in three different educanational approaches. The prescools that have chosen are Waldorf, Reggio Emilia and a traditonal preschool. To achive this purpose I have used following questions: Which view have preschool teahers about the inportance of aestetic forms of expression for children? How do preschool teacher describe their work with aesthetic expression and what similarities and differences exist between the different pedagogical approaches? The result shows that there are both similarities an differences between the preschools, mainly how they work with aestetic forms of expression. The study also showed that som subjects as drama is not used when prechool teacher belive that they do not have enough knowledge about the subject.

    Download full text (pdf)
    fulltext
  • 170.
    Lundkvist, Åsa
    Södertörn University, School of Culture and Education, Teacher Education.
    Ingen ser mig – finns jag?: En uppsats om exkluderade barn i leken2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe successful strategies to include children in free play activities at the preschool. The methods that pedagogues use to act and work with excluded children will be examined. To get answers to my questions I have conducted interviews with five pedagogues in four preschools. During interviews they mention two different approaches to encourage free play activity. One way was to participate and play along with the children. The other approach was to let the children play by themselves and only interact when there are disagreements between the children.

    During analysis of the assembled data I have used the sociocultural perspective developed by Vygotskij. In the study the pedagogues describe different ways to reduce the risk that children will be excluded. The study also includes suggestions and thoughts about why some children are excluded in free play and how they can be encouraged to participate in the activity.

    The pedagogues that were interviewed seemed to be very aware of the problem. I observed that they have high ambitions to include all children in free play activities. I raise the question about how they manage to fulfill the goal of including children when there are time constraints and many children with different needs in large groups. At the same time there are many other requirements that the pedagogues have to fulfill.

    Download full text (pdf)
    fulltext
  • 171.
    Lundström, Jeanette
    Södertörn University, School of Culture and Education, Teacher Education.
    Antons och Saras årsböcker: En kvantitativ undersökning av två läseböcker i Svenska för årskurs två2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In school today pupils come in contact with all kinds of reading books. Education of Swedish reading development sometimes contain reading books organized at different levels of difficulty, with different amount of text. The purpose of the different difficulty levels is to give the less skilled readers an easier book and stronger readers a more difficult book. The purpose with this study is to find out if the book which is classified as more difficult, in reality is the most difficult and if the book which is considered to be easier really is. To find answers to these questions I will examine previous researcher’s theories on difficulty levels in reading books. This is tested in the analytical part by counting the proportion of nouns, compound nouns, main clauses and sub-clauses. The texts are analyzed using LIX-and-OVIX to find out the level of difficulty. The books examined in this study are two reading books aimed at pupils in second year of elementary school.

    Download full text (pdf)
    fulltext
  • 172.
    Marianne, Ollila
    Södertörn University, School of Culture and Education, Teacher Education.
    Våga satsa på lek: en studie om barns samspel i förskolan2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     This essay is about how the educators can use the play as a tool to develop childrens social skills with eachother. The work is based on a qualitative study using a survey, where the educators can tell how they work within the play. I chose to use five different participants in my essay. All of them work in the same preschool, south of Stockholm.

    In this essay I have two questions. These two are:

    • What do the educators tell about the importance of play for children's interaction?
    • How do the educators tell how they work with the play to develop the children’s social interaction?

    Previous research shows that play gives the children opportunity to develop socially, emotionally, intellectually and physically. By adult and children’s interaction the children develops social skills through play. The children learn the consequences of one's behavior and what behavior that is acceptable in the society the children live in. The results of my essay show that educators agree that the play is important for children's development and learning, also that the play is important for the children’s interaction. Educators believe that the play gives children the opportunity to process feelings and experiences, also practice of empathy and finding different solutions to conflicts. It is also clear that it is important that the educator observe and guide the children in their play.

    Download full text (pdf)
    Våga satsa på lek
  • 173.
    Martina, Roos
    Södertörn University, School of Culture and Education, Teacher Education.
    Erfarenheter, samarbete och ansvar kring orosanmälningar: En kvalitativ studie med tre förskollärare, två förskolechefer och en socionom2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to find out what experiences three preschool teachers, two preschool directors and a social worker (BSc) from the social service have of reporting suspicion of child abuse done by preschools. What perceptions do these individuals have of each other, what experiences do they have regarding cooperation and how do they perceive their responsibilities regarding filing reports on suspicion of child abuse? This investigation is based on qualitative interviews with open ended questions on the basis of an interview guide. The theoretical approach of the essay lies in the phenomenology philosophy, which revolves around the individual’s experiences and perceptions of a phenomenon. Experience and perception are therefore key concepts of the essay.

    The conclusion of the results is that the preschool teachers and the preschool directors have positive experiences and views of the social service in general, however, there are some differentiations between the individuals’ perceptions. The social worker has a mixed but positive experience of the preschools. The respondents believe that the cooperation between the preschools and the social service can be improved but also on this point the opinions between individuals differs depending on earlier experiences. When it comes to responsibilities, the preschool teachers and directors are aware of their obligation to report and the social worker is aware of the social service’s obligation to protect and do what is best for the child. The social service cannot do this on their own; they need the general public and the professional groups with obligation to report to notify them on any suspicion or worry.

    Download full text (pdf)
    Erfarenheter, samarbete och ansvar kring orosanmälningar
  • 174.
    Matossian, Sara
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Pereira Cortes, Stephanye
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogisk samling i förskolan: En kvalitativ studie om förskollärarnas tankar kring samlingens betydelse för barns språkliga och sociala utveckling2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how pre-school teachers think about the importance of circle time in regard to the child's language and social development from a sociocultural perspective. Furthermore the study will include what role the educators’ have during the circle time.

    To answer our purpose we have chosen the following question:

    • What is the role of the teachers in the circle time?
    • What are the teacher’s thoughts about the circle time’s importance to children's social development?
    • What are the teacher’s thoughts about the circle time’s importance to children's language development?

    The study is constructed on qualitative methods, where we conducted structured interviews with six preschool teachers and observed their circle time to collect our empirical material. The study is also based on Vygotsky's sociocultural perspective which says that all learning takes place through relations and interaction with other people in the cultural context you are in. The results have shown that pre-school teachers are aware of the circle time’s importance to children’s development, and purposely plan the circle time to give children the opportunity to develop both socially and linguistically skills.

    Download full text (xml)
    Pedagogisk samling i förskolan
  • 175.
    Matsson, Oscar
    Södertörn University, School of Culture and Education, Teacher Education.
    Likabehandling, lika behandling eller bara behandling: En exempelstudie av upplevelsen av likabehandlingsarbetet i skolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Equal treatment in school is an on-going debate in the Swedish society. At the same time teachers around the country struggles to make ends meet because of a heavy workload. Voices have been raised that teachers no longer have the time to actually be teachers since they get piled up with paper work and other administrative tasks. However, schools are bound by law to take action against harassments and discrimination of any kind. There is also an overall policy in the Swedish national curriculum that every school must embrace diversity and actively teach students about solidarity and respect. Because of that the Swedish school ministry forces schools to have a written plan for how they work with equal treatment. The study will, using one randomly selected Swedish compulsory school, investigate how students as well as personnel perceive this work and see how the plan translated from theory to practice. As a theoretical framework the study uses intersectionality and anti oppressive pedagogy as they give a functional perspective on how the work for equal treatment can be addressed.

    The study shows that the investigated school have both bright and dark sections in their work for equal treatment. Their plan is recently updated and therefore much of what is said there has not yet reached the daily activities. Even so, the interviewed students say that they feel safe at school and that they appreciate the work their teachers do to make everyone feel comfortable. Alongside with this all interviewed students acknowledges that issues about diversity and respect are not brought up in class accept for when something directly connected to the group has happened. This, together with the fact that the students have been completely left out of the process of making the equal treatment plan conflicts with both the national advices and the investigated schools own plan. The adults interviewed are aware of the problem and have suggestions for change. However, the fact that the students can, and have been left out shows a hierarchy of power used by the adults.

    The study also shows that the complex term anti oppressive pedagogy is used in the investigated plan but that what it is, and how it should be used in the school differs a lot among the adults interviewed. It is also problematic that the school claims to be using an anti oppressive approach and the students confirm that critical issues never gets highlighted unless a conflict occurs.

    The school has, however, high hopes for their equal treatment plan. They want to proceed and improve their work. To do so they need to include the students more in the work for equal treatment as well as clearing out and implementing the anti oppressive approach on a wider scale across its employees. 

    Download full text (pdf)
    Likabehandling, lika behandling eller bara behandling
  • 176.
    Mauritzson Daun, Andreas
    Södertörn University, School of Culture and Education, Teacher Education.
    Ledarskap - en social konstruktion och egenskap: en kvalitativ studie om ledarskap på en skola i Stockholms innerstad2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study of leadership is comprised of two parts. The first part presented in this study is a theoretical study of leadership and the second part is an empirical study. The empirical study is comprised of six qualitative interviews that examine the perception of leadership among educators working at a school in the inner city.

    The work is based on the following issues; Do educators think that there is a link between educational work and leadership? Do educators see a link between leadership and goals, and guidelines that are written in Lgr11 and the Education Act? Does the perception of leadership depend on what training the educators have?

    In this study I use a hermeneutical approach where I try to create an understanding of the interviewees by interpreting their responses, actions and opinions during the interviews.

    The material gained from the empirical study has been analyzed and interpreted and then related to the theoretical study. The results show that leadership is something that everyone in the school system is in need of whatever their education. The study also gives clear indications that all staff working in schools practice some form of leadership based on the school curriculum and the school law.

    Download full text (pdf)
    Ledarskap - en social konstruktion och egenskap
  • 177.
    Mayor Carreon, Nadine
    Södertörn University, School of Culture and Education, Teacher Education.
    Att bara vara: en essä om att lyssna på tysta och blyga barns åsikt och vilja2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Tysta och blyga barn är ofta de som lämnas åt sidan eller får vänta med att få sina behov tillgodosett. Som fritidspedagog är det en viktig uppgift att insocialisera barn i gemenskap, men hur gör man med barn som inte vill? Hur handskas man med barn som föredrar att vara för sig själva? I vilken grad ska deras önskan respekteras och när blir insocialisering ett värde som bör överordnas barnets fria val?

    I denna essä undersöker jag hur jag som fritidspedagog kan förstå dessa barns behov och förhålla mig till dem utifrån begreppen barnperspektiv respektive barns perspektiv, barns delaktighet, inflytandet och bästa. Jag kommer att utgå från några problem från min egen arbetslivserfarenhet och belysa dem med hjälp av olika synsätt som objekt- och aktörsperspektiv och symbolisk interaktionism.

    Download full text (pdf)
    fulltext
  • 178.
    Melin, Maria
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Svahn, Camilla
    Södertörn University, School of Culture and Education, Teacher Education.
    Planeringstid på gott och ont: En vetenskaplig essä om disponering av reflektion och planering på förskolan2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In our scientific essay, we have chosen to write about the disposition of planning time at preschool. The reason we have investigated the differences regarding disposition of the planning time is that we have seen such differences, even though we work in the same municipality. Writing together in pair has given us the ability to provide a more objective or at least multi-perspectival way to highlight our issues through both dialogue and reflection. With our individual stories as a starting point, we have reflected on different concepts and theories that affect how planning time is used in practice. We have reflected on how we as prospective pre-school teachers should be sufficient for the children's group and be able to live up to the curriculum strut goals, with the pedagogical documentation and reflection that it brings. Concepts that we immerse ourselves in is practical knowledge, systems theory, communication and collaboration in teams.

    Download full text (pdf)
    Planeringstid på gott och ont – En vetenskaplig essä om disponering av reflektion och planering på förskolan
  • 179.
    Melles, Shewit
    Södertörn University, School of Culture and Education, Teacher Education.
    Skolyoga: En kritisk diskursanalys av en anmälan till skolinspektionen, ett yttrande till skolinspektionen samt ett utlåtande av skolinspektionen angående yoga i Östermalmsskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to study how school yoga in Östermalmsskolan is expressed in the texts consist of a notification to the Schools Inspectorate, an opinion to the Schools Inspectorate and a statement of the Schools Inspectorate. The method used for the investigation is a critical discourse analysis which study social and political processes in the society as created through language. The perspective of the critical discourse analysis is a social construction that considers that language is a social production created in a discursive way. It produces and reflects social process in the language. By using theories of different concepts such as yoga, religion, spirituality, non-denominational and freedom of religion, my aim is to investigate how yoga is expressed in the school inspectorate text. With this method I’m aiming to analyze the discourse of the investigation of document from 2012, of complaint against Östermalmsskolan teaching yoga.

    The conclusion of the study is that in the document to the Schools Inspectorate there are two different religion definitions, which are substantial and functional definition of religion. In the motivations of accepting yoga teaching in school, the school inspectorate is not incorporating the word, spiritual. Instead they use words as, self-awareness and increased ability to concentrate. I found it hard for the school inspectorate, to identify yoga as non-denominational. There’s a complexity in the school inspectorate document, because there’s indicates of trying to secularize yoga. In the document the problem of guaranty students and parents, a non- denominational yoga teaching, is exposed because the school principal have a responsibility that the performance of yoga teaching will not conflict with the Education Act provisions on denominational elements. The mantra “aum”, that students are exposed to during yoga, is considered without a non- denominational element even though it’s a central element in Hinduism and Buddhism, where it’s used to profess and invoke gods and spirits. In doing so, yoga teaching violates against the Education Act provision of non-denominational education.

    Download full text (pdf)
    fulltext
  • 180.
    Mendoza Sarmiento, Luz Maria
    Södertörn University, School of Culture and Education, Teacher Education.
    Högpresterande elever?: En studie om de högpresterande elever utifrån lärarens perspektiv i tre kommunala skolor2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how some teachers work with above-average pupils in mathematics. I have issued three questions based on the purpose of this study:

    1. How do teachers define an above-average pupil?
    2. In what way the teachers stimulate and challenge the above-average pupils?
    3. Has the school done something special for the above-average pupils?

    The method used to conduct this study was a semi-structured qualitative interview with four teachers in primary school. The method consists of interviews and observations.

    The study shows that the teachers make an effort to give these pupils extra attention and challenging tasks. A major focus is put on problems solving and to develop the pupil's ability to be able to explain how they think and if necessary, they should be able to explain even to their fellow- pupils. We can also learn by teaching others.

    The results of the survey shows that teachers are aware of the pupils need for extra support, which partly means a dilemma for teachers. The teachers would like to offer even more than they can to the pupils, but due to lack of time, partly through staff meetings and documentation work and other things, the time is not sufficient for the teachers.

    My research is relevant because it highlights the above-average pupil’s perspectives through the teacher's experiences in the classroom. I have seen teachers’ different views on their educational approach, which has been a major goal of my investigation.

    Download full text (pdf)
    fulltext
  • 181.
    Merza, Linda
    Södertörn University, School of Culture and Education, Teacher Education.
    Grupparbete - formella och informella samspelssituationer: en kvalitativ studie om sex elevers uppfattning kring lärande i grupparbete2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate what kind of idea a group of students in third grade, who attends a school in the Stockholm area, have on group work in school and how they think it affects their learning.

    The study is based on two questions:

    • What opinion do the students have about group work?
    • What opinion do the students have about how group work affects their learning?

    The method I have used to retrieve information has been to interview six different students, where the interviews were both individually and in groups. I started by interviewing students individually and then had a group interview. The idea with the group interview was to end it all with a brief discussion about the thoughts that came up during the individual interviews. I chose a selection of six students, four girls and two boys which they all were at the age of 9 and go to the same school.

    The socio-cultural and structural perspectives, is those theoretical perspectives that my study is based on. I will describe how student’s group work can be linked to theories of Jean Piaget and Lev Vygotsky. Piaget's theory focuses on the student's development as the primary constructive, while Vygotsky presents student’s development and socio-cultural. From these two perspectives, I will highlight how students get affected by each other in the context of group work. The core concept in my study is based on cooperative learning, which is a new approach to group work. I will also define other concepts such as group and group work.

    The results of this study show that students connect group work to collaborative situations both in and outside of school. The learning was connected to both the formal and informal learning in groups. According to the students the concept of teamwork is to work together, and many times the students connected the teamwork with collaborative situations outside of school rather than in school. Students see group work as both an obstacle and an opportunity for learning. Five of the six students were united on the fact that group work in schools do not work because they rarely collaborate. Based on the results of the interviews the students connected "good cooperation" with "learning", and it mostly focused on the informal learning that occurred outside of school. While the concept of "group work in school" was connected to something more complicated. This study shows how student learning is affected by group work in and outside of school.

    Download full text (pdf)
    fulltext
  • 182.
    Mete, Setta
    Södertörn University, School of Culture and Education, Teacher Education.
    Lärarstudent och dyslektiker: En kvalitativ undersökning om fyra lärarstudenters erfarenheter av dyslexi under deras studier2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is very important to gain knowledge and better understanding for people with dyslexia in other words people with reading and writing difficulties. I have therefore chosen to learn more about this subject. In my study, I have focused on adult people with dyslexia.

    This study is about four student teachers different experiences of dyslexia during their studies. The aim is to find out how the student teachers diagnosis has affected their education situations of these areas; the need for help, environmental significance, management of the different reading and writing tasks in their education and the advantages they believe there is in their future work as teachers.

    As a research method I have used qualitative research and qualitative interviews. The participants in this study are four female persons in the ages of 23 to 25 years old.

    The results showed that the need for assistive help devices varied because of the student teachers different experiences. The students spoke about the help they got from classmates and family members. The surroundings affected them both in a positive way and in a negative way.

    The participants various diagnosis affected them in different ways when it comes to dealing with various school assignments. The participants used different methods to overcome their difficulties in school. The advantages that the participants believed that they had were the ability to recognize pupils with different difficulties in the classroom.

    Download full text (pdf)
    Lärarstudent och dyslektiker
  • 183.
    Modak, Mili
    Södertörn University, School of Culture and Education, Teacher Education.
    Varför estetik?2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my study is to investigate methods which class teachers implement concerning aesthetic subjects in elementary classes. It is a qualitative study about five teacher´s working in different elementary schools. This study investigates how and why teacher´s approaches when they integrate aesthetics in other subjects. It also investigates teacher´s attitude towards aesthetics. My study emphasizes on why they use asthetics and what the importance of aesthetics for children is. Besides gaining knowlegde about teaching methods I would wish for discussions regarding importance of aesthetics. This study also focus on the problems and dilemmas which teacher´s face during their implementation of asthetic subjects in the classroom.

    This is a qualitative study and it is based on qualitative research. Qualitative research consists of observations and interviews. Therefore, I interviewed different teachers who works at elementary schools. I interviewed five teachers who works in five different elementary schools from grade 1- 3. All those five teachers have diffrent kinds of work experience and education. When I analyzed my data which I gathered through interviews I adapted theories of Lev Vygotskij, John Dewey, Jean Piagets and Roger Säljö.

    The interviewed teachers agreed on one point: it is important to implement aesthetics in schools and in various subjects.  But there are several obstacles which all of the teachers are facing during their integrating of aesthetsic subjects. Some obstacles are for example lack of knowledge, financial conditions etc. 

    Download full text (pdf)
    Varför estetik
  • 184.
    Moerman, Paul
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Dance and learn! Why dancing is fun and fruitful in learning2014In: International Journal of Pedagogy and Curriculum, ISSN 2327-7963, Vol. 19, no 4, p. 1-20Article in journal (Refereed)
    Abstract [en]

    Dancing in an educational setting is a joyful and powerful means for growth and multimodal learning. Dancing Through the Alphabet, Dancing Math, Dancing Science, Dancing is Being, are four teaching and learning programs, drawing on dance as creative expression and on the reciprocal stimulation of dance, spoken and written language. By stimulating the envy and capability to express oneself and one's knowledge through dance, language learning, mathematics, science, philosophy or other subject learning is enhanced. The core idea is the expression of the self and the perception of previous subject comprehension and further development of skills. Dancing contributes essentially to establishing a fruitful space of learning with immediate and perceptible interaction between teacher, peer learners and the subject learned. Creativity and play, tactile perception and motoric activity are involved in the learning process. Thresholds are lowered and learners eagerly explore fields of knowledge previously experienced as difficult to access. Effective acquisition and sustainable storage of knowledge is enhanced. A continuous development in literacy takes place. Critical reflection is encouraged in a broader view on knowing and being. Concentration and cooperation skills improve. Multiple intelligences are used and cognitive capacities are developed. Participants with varying cultural and language backgrounds, exchanging experiences and references, embark at equal terms on joyful journeys through fields of knowledge. © Common Ground, Paul Moerman, All Rights Reserved.

  • 185.
    Moerman, Paul
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Dansa och lär: hur dans gör lärandet effektivt och lustfyllt2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 183-216Chapter in book (Refereed)
    Download full text (pdf)
    Dansa och lär: hur dans gör lärandet effektivt och lustfyllt
  • 186.
    Muzaqi, Samet
    Södertörn University, School of Culture and Education, Teacher Education.
    "Uppdelningen mellan det som är religiöst och världsligt existerar inte inom islam. Religion och vardagsliv hör ihop": En kvalitativ läromedelsstudie av religionsböcker ämnade för grundskolans senare år2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen har varit att undersöka ifall det förekommer tydliga mönster i framställandet av islam i tre stycken läromedel. Samt att undersöka ifall den kunskap som förmedlas är ny kunskap eller om det är en reproduktion av gamla etablerade stereotypa föreställningar. Bidrar framställningen/kunskapen i läroböckerna till upprätthållandet av den islamofobi som förekommer i samhället?

    Undersökningsmetoden har bestått i kvalitativa textanalyser utav tre stycken läroböcker i religionskunskap ämnade för grundskolans senare år.

    Resultatet visar att de nya läromedlen tar efter de äldre och man bibehåller samma strukturer och samma gamla etablerade stereotypa föreställningar om islam och muslimer förmedlas. Dessa etablerade stereotypa föreställningar om islam har författarna tolkat från ett specifikt perspektiv och det medför att de fördomar som finns om islam och muslimer i vårt samhälle förstärks istället för att nyanseras

    Download full text (pdf)
    fulltext
  • 187.
    Mårtensson, Jenni
    Södertörn University, School of Culture and Education, Teacher Education.
    Jämställdhet i förskolan: En kvalitativ undersökning om förskollärares resonemang om genus och jämställdhet utifrån styrdokumenten2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to find out how preschool teachers reason concerning their work withgender equality from outside of the curriculum. I propose the following questions: If there is apositive view over the relevance of gender equality from outside of the curriculum? Does thepreschool teachers think themselves to work with gender equality from outside of the curriculum?Does the preschool teachers have any thoughts on whether working with gender equality will have apositive or negative effect on the children? In what way does the preschool teachers reason on theirown meetings with boys and girls? The method chose to use is a qualitative study that is based oninterviews. I have interviewed four preschool teachers in a small society called Katrineholm. Afterthe interviews I have analyzed the material and split it into themes that has been processed. Mytheoretical approach to analyze the empirical data in this study is gender theories and powerperspectives. A gender perspective is based on the belief that men and women, boys and girls are asociological creation by man and something we can change to create balance in the world. Powerperspectives are crucial in this debate, since its based on women wanting as much power as men.The conclusion reached in this study is that when it comes to gender equality from outside of thecurriculum the preschool teachers need a lot of support. The curriculum states the importance of ourcommitment to change the schools to a more equal context/environment between boys and girls.Not one of the three preschools in this study have an active work concerning the subject. Thismeans that despite research is moving forward and the curriculum is being changed as such, it hasnot yet established in real life. One of the problems that presented itself was the preschool teachersattitudes towards the curriculum and its context. Torn views made my material harder to analyze butfacts remained the same. There is not enough time given and interest taken to work according to thecurriculum.

    Download full text (pdf)
    fulltext
  • 188.
    Müller Norrhäll, Denise
    Södertörn University, School of Culture and Education, Teacher Education.
    Det interkullturella mötet mellan vuxna på förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intercultural meeting at preschool between adultsSociety is changing and becoming increasingly multicultural, it creates a deeper need to communicate. My aim was to explore how intercultural communication works between teachers and parents.In my investigation I interviewed two teachers and five parents at a multicultural preschool where I also made three observations. The teachers are very positive in their communication with the parents. When spoken language is not sufficient enough they use body language to communicate and some times they ask the children to help interpret. It happens that we do not understand each other and it can create frustration when you can not convey your message to one an other. Teachers find that it can be difficult to convey information to the immigrant parents who do not speak Swedish. Even cultural differences affect communication. How long it takes for parents to become involved in the Swedish society is affected by different aspects such as the reason for immigration, education, prior work experience and how active they were in their own society.The parents that I interviewed speak the Swedish language and they feel that communication with the teachers works well. They feel that they understand each other and that they receive adequate information about their children. Most of the parents interviewed have lived a long time in Sweden. The teachers want more knowledge about the parents´ background and culture in order to better be able to collaborate with them on the subject of their children. How newly arrived immigrants feel and perceive communication with the teachers I can not comment on because I did not have the opportunity to interview them. They did not want to participate.

    Download full text (pdf)
    fulltext
  • 189.
    Naderi, Shabaz
    Södertörn University, School of Culture and Education, Teacher Education.
    Från kaos till lekens lugn och ro: En essä om samspelets betydelse för barn i behov av särskilt stöd2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My purpose is to examine how we at the preschool where I work treat children with special needs in different situations. I will tell a story that is based on various events that happen in my workplace in which I have been a part. I will explore how each of these situations affects teachers' approach and attitude towards the children. I based my story on my own experience and choose a hermeneutic method to reflect on my and other educators' actions. The story is about Adam, a boy with behavioral difficulties leading to conflicts with his peers. We educators need to spend quite a lot of time with Adam trying to prevent conflicts. I want to examine how we treat children in need of special support focusing on Adam and why we feel inadequate to help him and the other children.

    I will also write about how the term "children with special needs" have changed over time. I want to explore the importance of the early years in a child's life in preschool, for both the children with special needs as well as other children. Hopefully I'll find various ways for these children to gather different experiences and build their skills at preschool.

    I wonder if we have enough knowledge to be able to offer good opportunities for children in need of special support in their development. How can we give so much time to these children while we simultaneously have to offer the other kids a good environment full of opportunities to learn and grow?

    I will be using Vygotskij's theory about the importance of the child's interaction with its environment. Vygotskij brings up the difference of what the child can learn on its own and that which the child learns through interaction with others, which calls for an active adult to support the child. This way, the individual's learning plays a bigger role in its interaction with its surroundings.

  • 190.
    Najar, Hadil
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Nano, Ferland
    Södertörn University, School of Culture and Education, Teacher Education.
    Inkludering av invandrade barn i förskolan: En kvalitativ undersökning om hur invandrade barn blir inkluderade i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to improve our understanding of how immigrant children become included in some preschools. With immigrant children we meant those children who immigrated to Sweden. In order to achieve our purpose we have chosen to find out some educators' perceptions about inclusion and which strategies they use to include immigrant children.

    To realize the study purpose, we have chosen to use qualitative interviews as a method. We conducted interviews with sex educators who worked in two preschools. The empirical materials we got from the interviews formed the basis for our analysis.

    The analysis of our collected data was based on our theories and conceptions. We chose to use three perspectives of special education, which were the compensatory perspective, the democratic participant perspective and the perspective of the dilemma. The conceptions that we used in the analysis were inclusion, children in need of special support and multi- and interculturalism.

    The conclusions that we drew from the results were that it was important to include immigrant children in preschool, the educators in the study considered that safety is a condition for inclusion of immigrant children. All educators had not a fixed and predetermined strategy to include immigrant children, but they use different strategies in the process of inclusion. Work on the inclusion of immigrant children experienced by some educators as a dilemma. Based on the results, we could even conclude that immigrant children were perceived as in need of special support, although not all teachers expressed it in words.

    Download full text (pdf)
    fulltext
  • 191.
    Nestius, Siri
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Ahrén, Linda
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Man blir specialist på sitt barn": En studie kring hur sex föräldrar till barn i behov av särskilt stöd upplevt kontakten med förskolan2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to increase understanding of how parents of children in need of special support have experienced their interaction with the pre-school. Our three main areas of interest were to investigate how several parents experienced their contact with the pre-school, if there were any experienced factors that had played a part in the contact with the pre-school and if we could conclude anything about how the curriculum had been followed in these cases, with assistance of the parents’ experiences.

    Our study is qualitative and we chose to interview six parents. We both participated in all of the interviews. The theoretical base of this study is rooted in the phenomenological theory and we also used the framework factor theory to complement our analysis.

    One of our conclusions was that the parents expressed so many different experiences that we decide not to try compare them in general. On the other hand, all of the parents expressed that they were the ones who knew their children best and due to that, another conclusion that we interpreted was that the pre-school educators should pay attention to the parents so as to ensure that their contact would work as well as possible. 

    Download full text (pdf)
    fulltext
  • 192.
    Nicolaisen, Johanna
    Södertörn University, School of Culture and Education, Teacher Education.
    Guldlock och de tre björnarna, en saga utan familj: En intervjustuide med sex personer verksamma inom förskolan angående skönlitteraturens roll i verksamheten och behovet av icke-heteronormativ skönlitteratur2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Literature is an important part of the daily activity in preschool and it is also a powerful tool for reinforcing different norms.

    The purpose of this study is to explore, through qualitative interviews, for what purpose pedagogues in preschool use literature in their daily activity and what needs these pedagogues see for non-heteronormativity literature. The study also relates the needs that pedagogues see with the basic values presented in the Swedish National Curriculum for preschool.

    Literature is used in preschool for a wide range of purposes including; enriching the language, getting familiarized with the written language, show diversity, reinforce norms on how to be a good friend, as a starting-point for discussion, working with a theme or to have a fun time.

    The needs that the pedagogues see for non-heteronormativity literature can be divided in to three categories namely there is always a need, there is only a need when somebody requires that kind of literature to identify themselves with or there is only a need when somebody is being discriminated because of not belonging to the heteronorm.

    The need for non-heteronormativity literature being there always corresponds with the basic values in the Swedish National Curriculum for preschool and the recommendation that the basic values are visible in the daily activity of the preschool. The other needs doesn’t correspond with this, but it matches other parts of the Swedish National Curriculum for preschool.

    Download full text (pdf)
    Guldock och de tre björnarna
  • 193.
    Nirogini, Elankathevan
    Södertörn University, School of Culture and Education, Teacher Education.
    Språkutvecklande arbetssätt: i det mångspråkiga klassrummet2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to see how the teacher works with children´s language and what working methods they use to develop language, as well as knowledge, among the children in a multilingual school.

    The main questions for the essay:

    • What reasons the interviewed teachers about language development?

    • What approach do the interviewed teachers describe that they use in their multi-lingual children’s group?

    In order to collect empirical data to my study I chose to use a qualitative method, which consisted of interviews with four teachers in a multilingual class. The study is based on a socio-cultural perspective where social interaction, blocking, communication and language use is the main tool for children's learning and development.

    The results of my study revealed that teachers realize that when they involve teamwork in class it enhances the activity among the children. In particular when the bilingual children use the language actively in different contexts where they communicate and discuss with each other in the teaching subject. When the children use language in different contexts it also enables them to develop linguistically and in terms of knowledge. The earlier the teacher introduces teamwork in different contexts, the more instructive it is for the children to develop linguistically with their skills. Through this they will be able to achieve the objectives of their various subjects.

    Download full text (pdf)
    Språkutvecklande arbetssätt
  • 194.
    Nora, Adem
    Södertörn University, School of Culture and Education, Teacher Education.
    Manlig förskollärare sökes: En studie av manliga pedagoger i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    The purpose with this essay is to get a deeper insight into why there is a lack of male educators in Swedish preschools. I also want to know which role the male educators have in comparison to the female educators. This essay builds on four questions, which covers:

    • The cause of the lack of males in Swedish preschools
    • If there are any gender bound expectations on male educators in the Swedish preschools
    • What the woman educators perceive about the roles of the male educators in the Swedish preschools
    • How the male educator experience his own work in a workplace dominated by women

    The method I have used is a qualitative interview study in which I have interviewed four male educators and two woman educators from three different preschools. The result of this study shows that male educators gave different reasons to why there is a lack of male educators in Swedish childcare. According to the male educators the reason for this situation is that there is a worry to be seen as a feminine person, get singled out as a pedophile and that the childcare sector has low status. The study also shows that there is a great pressure on male educators in the Swedish preschool and stereotypical gender roles in the division of labor between men and women.

    Download full text (pdf)
    Manliga förskollärare sökes
  • 195.
    Norberg, Nina
    Södertörn University, School of Culture and Education, Teacher Education.
    Ett språk för alla?: en kvalitativ studie av ett antal pedagogers syn på sinanvändning av IKT-verktyg i den tidiga läs- och skrivinlärningen2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate a number of class teachers' thoughts on the use of information and communications technology (ICT) in early literacy learning. The study has been conducted as a qualitative study, interviewing five teachers with the help of an interview guide. Three central questions were posed.

    • What perception do the teachers have about the use of ICT in their tuition?

    • What perception do the teachers have about the pupils' literacy learning in teaching with ICT tools?

    • What perception do the teachets have about teaching and learning by means of ICT when it comes to pupils with reading and writing difficulties/dyslexia?

    The overall theoretical basis of the study is Vygotskij's sociocultural theory.

    In conclusion, the result of the study is as follows.Most class teachers feel that the training they have undergone in ICT education was adequate, but they also call for skill development.Most teachers believe that the use of ICT tools provide opportunities to adapt their teaching to pupils' knowledge level. The teachers' opinion is that ICT in teaching is useful for pupils' progress in early literacy learning.Most teachers also believe that ICT tools in teaching can be of some help for pupils with reading and writing difficulties/dyslexia.One obstacle in helping these pupils is lack of time.Therefore, the majority of the teachers hand these pupils over to special education outside the classroom.

    Download full text (pdf)
    Ett språk för alla?
  • 196.
    Nyman, Nonna
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Roos, Petra
    Södertörn University, School of Culture and Education, Teacher Education.
    Språksvårigheter: en definitionsfråga: En diskursiv studie om förskolans förhållningssätt, värderingar och synsätt i förhållande till barn med språksvårigheter2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    After having worked within the preschool and it’s system for a number of years, we have often reflected over the fact that many educators tend to look at children with language difficulties in several different ways, and many of them being conflicting. Something that might contribute to this problem is the fact that the term itself, language difficulties, is defined differently between individuals, who in turn affects the way educators and preschools deal with the problem.

    The aim of this study is to create an understanding of the problems related to language difficulties, and how it is being dealt with within the preschool environment. To achieve this we have chosen to work within a qualitative research approach, alongside a discourse analysis. The selection of informants we have chosen consists of ten, qualified educators. Within this study we have collected a variety of descriptions for the term

    language difficulties, and how these in turn affect the way that children’s language, the typical and the atypical, is developed. As reference material we have chosen to use the paper Med blicken på barnet - Om olikheter inom förskolan som diskursiv praktik, by Palla (2011), and we stick to this theoretical approach throughout the study. Furthermore, we will try to explain the language development of children through developmental psychology and language theories.

    Through the analysis of the results found in this study, we conclude that the definition and construction of the term language difficulties, varies greatly, but are always seen as correct and true by the individual behind it. This in turn affects the way that educators deal with the children that are affected. In this study, two reoccurring aspects to this have been found, namely, the age of the child, and the responsibility held by the preschool. These aspects seem to be important in forming the image that educators have of the matter, and furthermore shape the way that they value and deal with it.

    Download full text (pdf)
    fulltext
  • 197.
    Näslund, Åsa
    Södertörn University, School of Culture and Education, Teacher Education.
    Kan jag be och få potatisen?: Två förskolor och två olika sätt att organisera måltiden. En studie av måltidssamtalen och pedagogernas tankar kring måltidens språkutvecklande möjligheter2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate the lunchtime from a language development perspective. It will compare two preschools with different ways of organizing mealtimes and observe the conversations between teachers and children. It will also study the ways in which a meal is served and how it affects the conversations. In one of the preschools the children eat in a proper dining room where the food is served as a buffet while in the other preschool the children eat in the preschoolarea and the food is served in bowls on the tables. I also want to investigate how two of these preschool teachers reflect on the mealtimes as part of the language development plan. I propose the following questions:

    • Do the preschool teachers think that there are opportunities for language development during mealtimes and as to what is their role in these conversations?
    • Does the manner in which the food is served, whether as buffet or at the tables, affect the conversations between teachers and children? What are the preschool teachers reflection on this?
    • What kind of conversations were observed in both preschools?

    This study is based on a qualitative method with interviews, observations and audio recordings of mealtime conversations. My theoretical approach to this study is the socio-cultural perspective on learning and development. The result shows that the preschool teachers felt that conversation during mealtimes was a good opportunity to stimulate childrens language development. They also considered their role as role models and conversation leaders and that they were central to how the conversations were steared. When comparing both preschools, it turns out that the way the meals are served affects the character of the conversations and that conversations during the buffet meal contain more breaks and less adult support.

    Download full text (pdf)
    fulltext
  • 198.
    Odenholm, Jenny
    Södertörn University, School of Culture and Education, Teacher Education.
    Hbtq-frågor, varför då? Barnen är ju så små...: En studie om huruvida lärare tar tillvara på hbtq-perspektiv i sin undervisning i årskurs F-32014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates whether teachers working with children ages 6 – 9 are including an LGBTQ perspective in their teaching methods. The purpose is to critically examine sexuality and gender as part of the teaching methods in Swedish schools; whether teachers are working with LGBTQ questions in their classes, and if so, how. The following research questions are answered: 

    • Are the teachers incorporating an LGBTQ perspective in their classes, and if so, in what sense?

    • Are LGBTQ questions relevant and of interest in the education?

    • Do teachers feel like they have gained the right tools in their pedagogical education and/or in their workplace to work with LGBTQ questions in their class room? And if so, in what way? 

    The method used is qualitative research in the form of interviews and observations. The conclusions reached are that in theory most teachers agree that an LGBTQ perspective is of importance in the classes; however in practice it is not that easy. Most teachers agree that is it difficult to incorporate this perspective. All teachers stress that their pedagogical education lacked in providing an LGBTQ perspective, but a couple teachers point out that they have received it from their workplace instead.

    Download full text (pdf)
    fulltext
  • 199.
    Ogbe Kidane, Tzenat
    Södertörn University, School of Culture and Education, Teacher Education.
    Vad innebär den första tiden för nyexaminerade lärare och hur upplevs den? (vad innebär övergången från student till yrkesroll): En kvalitativ studie om fyra nyutexaminerade lärare kring deras upplevelse, identitet, lärarroll, yrkesidentitet under den första tiden i yrket2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my essay is towrite about newly qualified elementary teachers during their first professional experience and their opinions of a teacher's identity. My interest is a result of that I myself am studying to be a teacher and am reaching the end of my studies.

    My purpose is mainly to examine how teachers first experience their role and if their education helped them resolve any problems they had. My aim was also to examine what the teacher’s identity and role and the question of leadership means for new teachers?

    I have used a qualitative interview method.

    The results showed that new teachers experience difficulties and that their training does not prepare them sufficiently. The results also showed that the teacher’s identity, the teacher’s role and leadership are factors that grow with time and experience in the teaching role and that it is not something that the beginner teachers acquire during their education. 

    I have achieved a clearer picture of what to expect and how to enter into the role of teacher with support and time.

    Download full text (pdf)
    fulltext
  • 200.
    Olofsson, Karolina
    Södertörn University, School of Culture and Education, Teacher Education.
    "Man ska vara rädd om instrumenten": En intervjustudie om tre förskollärares berättelser om sångsamling2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the preschool curriculum there is not much described when it comes to the subject of music. What is written about the aesthetic subjects is related to the overall learning moments, rather than separated into objectives for each subject. The learning includes, among other things, that the children will be offered a variety of cultural experiences. However, there is no explanation to what should be included in the use of music.

    The purpose of this thesis is to investigate the function of preschool song circles, based on three preschool teachers' stories. One objective is to describe how the song circle is used to develop children's learning and what ideas the interviewed teachers have about how a good song circle should be performed.

    The study is built on a qualitative method, where the data collection has been done using semi-structured interviews. It focuses on socio-cultural learning and is influenced by Dewey's theories and Vygotsky's theories.

    The result indicates that the song circle can be seen as a positive experience in which different learning objectives can be integrated during the activity. Functioning as a meeting place for the group members, the song circle also adds social values.

    Download full text (pdf)
    fulltext
123456 151 - 200 of 289
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf