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  • 151.
    Björkén, Carolina
    et al.
    Södertörn University, Teacher Education.
    Törner, Annie
    Södertörn University, Teacher Education.
    Särskilt stöd i förskolan, för vem?: Faktorer som påverkar ett barns tillgång till särskilt stöd utifrån specialpedagogens perspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of the study is to examine different factors that have impact on a child's access to special support from a special educator's perspective. What needs and challenges are prominent in preschool linked to children in need of special support? What role does the special educator have on the basis of the needs and challenges in the preschool? The method we used when we conducted our material for this study was a qualitative research approach. The empirical data has been collected through interviews with eight special educators and the answers were analyzed through systems theory, the individual perspective and the relational perspective. The main result of the study shows that the individual perspective is the prominent approach managing special support in preschools. It has also shown that there is a need of the special educator guiding educators to shift focus to the relational perspective in order to create an including environment in preschools. The prominent results in the study regarding needs has shown to be difficulties of mapping special support, lack of communication and handling children who acts out. The prominent results of challenges have been the lack of time for educators in preschool to reflect on their own role in the change to the relational perspective and to get the emotional support and guiding from a special educator.

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  • 152.
    Björnberg, Frida
    et al.
    Södertörn University, Teacher Education.
    Johnsson, Emma
    Södertörn University, Teacher Education.
    "... från Aleppo till en liten kommun i Sverige, det får man inte glömma": En undersökning om förskollärares upplevelser av att bemöta barn med flyktingbakgrund i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to interview seven preschool teachers' experiences of meeting refugee children in six Swedish preschools. We wanted to find out the conditions underlying the meeting between the preschool teachers' and the refugee children. From an intercultural perspective, we have investigated how preschool teachers', more or less, address the children in relation to their past experiences and cultural background. In this study, we have applied a hermeneutical approach as a method that has allowed us to interpret the preschool teachers' stories of this phenomenon; the meeting between preschool teachers' and refugee children. Based on these interpretations, we’ve acquired a result that shows that children with a refugee background are received in different ways in Swedish preschool. Secondly, our readings show that there is a variation in how the preschool teachers' choose to highlight the child's previous experiences or not. We can also see a difference in what is regarded as important in the reception of the children. There is a difference in how preschool teachers' meeting with refugee children is conditioned by how they relate to the child’s refugee status and cultural background. Our result shows that the conditions underlying the preschool teachers' meeting with the refugee children is either assimilation into existing preschool frameworks, or accommodation to the child’s present situation with regard to their cultural background. 

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  • 153.
    Björnsdotter Göransson, Sofia
    et al.
    Södertörn University, Teacher Education.
    Kullberg, Jenna
    Södertörn University, Teacher Education.
    Hur möblerar ni bort spring? Vi möblerar för spring!: En studie av pedagogers syn på fysisk aktivitet i förskolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate preschool teachers’ knowledge and experiences of physical activity in the preschool indoor environment. To clarify this, we ask the following questions:

    1. What view of the concept of physical activity do preschool teachers has?
    2. What perceptions are made visible when preschool teachers interpret the objective in the curriculum?
    3. What didactic opportunities do preschool teachers see to carry out physical activity in the indoor environment?
    4. What norm-critical perspectives are visible in the preschool teachers’ answers?

    In our study we have chosen to use phenomenography as our theoretical method. We want to see if there are patterns in the preschool teachers’ answers, if they have similar experiences or knowledge, or they differ. Our study is therefore based on a qualitative research effort with both interviews and observations as a collection method. Our collected material has then been analyzed using our theoretical method and previous research to visualize the preschool teacher’s conceptions of the world around them. Our study´s main theme is therefore based on a scientific, didactic and cultural perspective. Our study shows that the knowledge and the definition of physical activity vary between preschool teachers which further affect how it is implemented. Children thus have different access to physical activity depending on which preschool they go in and what knowledge preschool teachers have. Preschool teachers varying interpretations of the objective in the curriculum have been shown to contribute to the design of the didactic learning environment. Missing knowledge probably leads to the objectives of the curriculum being interpreted on the basis of individual perceptions. Preschool teachers’ knowledge to physical activity and their norms and values will contribute to the emotional culture of which children become a part of. Therefore, norm-critical perspectives, intercultural leadership and child view have been relevant to our study. Our results have shown that norms on health and body ideals form preschool teachers' childcare and physical activity views. Preschool teachers show that despite obstacles, they focus on possibilities instead of limitations.

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  • 154.
    Björsson, Emma
    Södertörn University, Teacher Education.
    ”Det skulle bli löjligt, om jag klev in i mina elevers värld”: En kvalitativ studie om elevers och lärares syn på elevers populärkultur i religionskunskapsundervisningen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the thesis was to study teachers and students in primary schools thoughts on the use of the students popular culture in religious education, and to identify similarities and differences between the interviewed and how these could be understood. The purpose was further to examine what consequences popular culture’s relation to high culture (finkultur) was given in the interviewed’s reasoning.

    The thesis was divided into three major issues: What opportunities and difficulties do teachers and students regard with the use of the students popular culture in religious education? What are the differences and similarities between the respondents, and how could this be understood? And the third: What are the consequences of popular culture's relation to high culture in the reasoning?

    In order to achieve the questionaries, four students in ninth grade and four religious teachers in primary school were interviewed.

    The result showed that both teachers and students stressed student’s popular culture as an educational opportunity. The use of popular culture contributes a higher level of interest, commitment and happiness in religious education. The teacher provided to a greater extent the difficulties with the use of the students popular culture, mainly with their lack of time and knowledge about their student’s popular consumption. Popular culture’s relation to high culture was made visible. In the teachers interviews it’s relation was revealed in their negative attitude against the students popular culture, in for example it’s lack of good values which were not considered compatible with the school’s values. In the student’s reasoning popular cultures relation to high culture became visible with their expressed concern about the popular culture which is used in their spare time, be used in a context which they were not used to.

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  • 155.
    Björsson, Emma
    Södertörn University, Teacher Education.
    ”Det är inte trevligt att sitta med jacka på sig inomhus”: En samtalsanalytisk studie om konstruktionen av genus på utbildningen Svenska för invandare2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine, with a gender theoretical and conversational analytical framework, how teachers in Swedish for immigrants (SFI) distribute positive and negative assessments towards men and women in the classroom and what causes them. The purpose is further to examine how the assessments construct and actualize gender patterns in the education.

     

    The thesis is divided into two major issues: How are positive and negative assessments ​​distributed between men and women in a class at Swedish for immigrants (SFI) and what causes these? How can the assessments ​​be related to constructing and actualizing gender? In order to achieve the research questions, four teachers have been observed in three different classrooms.

     

    The result shows how assessments ​​in classrooms are caused by fostering the students into a gender-normative behavior and also into a desirable classroom behavior. Furthermore, the assessments ​​are caused by evaluating students work efforts in school work. The result also show how women are given more positive assessments ​​and men more negative, even though there are no major differences between how assessments are distributed between male and female students. In total, women are given more assessments than men in the classroom. With the hidden curriculum as an analytic tool, the results show how hidden teaching agendas and the teachers’ assessments to foster the students into these exists within an educational context for adult students. The study has also made visible how gender is both actualized and constructed in the assessments ​​the teachers express in conversation with the students.

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  • 156.
    Blad, Nathalie
    et al.
    Södertörn University, Teacher Education.
    Kandic, Medina
    Södertörn University, Teacher Education.
    "Vi borde slopa det här genustänket": En kvalitativ studie om hur könsföreställningar påverkar pedagogernas bemötande av barn i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: To research how conceptions of gender are mirrored in the preschool’s practices and how the preschool teachers treat the children in relation to the conception of gender and age.

    Questions at issue: How do preschool teachers treat children in preschool from a gender perspective? How are values and conceptions about gender expressed in the preschools’ practice?

    Method: Qualitative methods; observation and interview, discourse analysis, hermeneutics

    Main theoretical connections: Social constructivism, feminist poststructuralism, gender system

    We have concluded that preschool teachers treat children in preschool based on the expectations they put on the children. These expectations position children into different categories of “masculine” and “feminine”. Gender is expressed in the practice and affect how children relate to one another as well as how the preschool teachers relate to the children depending on their age. We have also been able to see a difference in how children are treated in relation to age. What has been made visible through our observations is that preschool teachers’ treat younger children according to concepts that strengthens the categorization of children. This was accomplished through the emphasis on gender descriptions of people and objects, which positioned children in these categories. This can be interpreted as preschool teachers’ gender categorizations was consolidated through language which is of importance regarding current expectations and values within these groups. Children thus learn to adapt to the different roles they are in preschool, which will later be interpreted as a part of that person's individual character. Teachers in the older children’s group focused rarely or not at all on consolidating concepts but confirmed and thus strengthened the standards that children were already aware of and practiced. This was done by the teachers that among other things tended to keep the children’s groups, which was based on notions that the children are acting by character and not by gender.

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  • 157.
    Blixt, Linda
    Södertörn University, Teacher Education.
    "Med bilden i fokus": Elevers uppfattning om skrivprocessen då den ritade bilden verkar som förberedelse för skrivande.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is usually said that "A picture is worth a thousand words". It is then interesting to look into how students perceive their own writing process when they use drawing as an pre-writing strategy. Previous research have shown that drawings help young pupils in the beginning of their writing development.

    The study is a phenomenographic study and are built on interviews and observation as method. The aim of this study is to investigate pupils perception of using drawings as a pre-writing strategy for writing. The following questions where formulated:

    • How do the students experience the drawing as a preparation for writing their narrative text?

    • How do the students perceive their own writing process?

    • What is the students perception of the drawing as a possible support during the      writing process?

    • How do the students perceive the drawing as support during their own writing process?

    This study is based on interviews with four pre-school students in second grade. The result in the study shows that the students are positive to use drawing as preparation for writing. It also shows that the students had different perceptions about how the drawing was as a support for writing. The drawing was perceived as a support for the working memory, a support to describe details form the drawing in the text and make structure in the text. The result also shows that the student´s perception of the drawing as a support of writing are connected to the student's perception of their own writing process.

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    "Med bilden i fokus"
  • 158.
    Block, Nils
    et al.
    Södertörn University, Teacher Education.
    Svensson, Emilio
    Södertörn University, Teacher Education.
    ”… Dom vuxna är lite mer vuxna”: En fokusgruppsstudie om hur barn ser på sitt eget inflytande i fritidshemmet.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att undersöka hur barn ser och beskriver sitt eget inflytande på fritidshemmet. Studien genomförs på ett fritidshem med sju barn från årskurs fyra och fem som vi träffade vid tre olika tillfällen för att genomföra fokusgruppsamtal med. Vi har så långt som möjligt jobbat för att framhäva barns perspektiv. Utifrån Arnstains stegmodell om inflytande hämtad ut Pia Björklids bok Drömmen om Elin analyserar vi barnens berättelser. Vi har kommit fram till att barnens inflytande på fritidshemmet oftast är i form av att vara konsulter till lärarna. Barnen ger alternativ till lärarna som väljer vad de tycker är rimligt eller inte. Eller att lärarna ger barnen färdiga alternativ att välja på.

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  • 159.
    Blom, Annika
    Södertörn University, Teacher Education.
    Ibland slår han mig...: men du får inte säga något!2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 160.
    Blomdahl, Anneli
    et al.
    Södertörn University, Teacher Education.
    Pedersen, My
    Södertörn University, Teacher Education.
    Det är något i mig som stretar emot: en essä om Reggio Emiliafilosofin, pedagogisk dokumentation och vår kunskapsprocess2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna essä är att undersöka den konflikt som uppkommer när studenter som vi genomgår en erfarenhetsbaserad förskollärarutbildning, där nya teoretiska kunskaper ska samspela med redan beprövad erfarenhet från yrket. De situationer som uppstått i vår praktik har legat till grund för de gestaltningar vi skrivit. Tvivlet, osäkerheten och kritiken vi har burit på har väckt en stark vilja att ta reda på vad dessa känslor bottnar i. Våra gestaltningar har uppstått i en verksamhet där Reggio Emiliafilosofin tycks vara rådande därför vill vi också undersöka vad Reggio Emiliafilosofin står för samt vad verktyget pedagogisk dokumentation är och om det finns olika sätt att förstå detta. Genom att undersöka Aristoteles olika kunskapsformer får vi syn på vårt eget kunnande och kan sätta det i relation till vår kunskapsprocess och pedagogisk dokumentation. Den undersökning vi gör i och med denna essä ger oss möjligheter att få kunskap om Reggio Emiliafilosofin, pedagogisk dokumentation och vår egen kunskapsprocess. Detta hjälper oss vidare på vår kunskapsresa och i vår professionsutveckling.

    Vi har valt att skriva i essäform då vi önskar att använda en metod som är prövande och sökande samt att den ger oss möjligheter att utgå från våra egna erfarenheter. För att få en ökad förståelse för de frågor vi undersöker har vi försökt att se våra gestaltningar ur olika perspektiv med hjälp av relevant forskningslitteratur. I dialog och reflektion med varandra, handledaren och med övriga studenter i handledningsgruppen har vi fått distans till våra gestaltningar och gruppens tankar och frågor har hjälpt oss vidare i vårt undersökande. I vår essä använder vi oss av teorier som hermeneutik och fenomenologi vilket ger oss möjlighet att utgå från vår erfarenhet och tolka och förstå de fenomen som uppstår i vårt medvetande.

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  • 161.
    Blomkvist, Nathalie
    Södertörn University, Teacher Education.
    Bildningsideal och bildningsdidaktiska förutsättningar i en mål- och resultatstyrd skola: En kvalitativ idéanalys av Lgy112017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen studerar bildningsideal och bildningsdidaktiska förutsättningar i läroplanen för gymnasieskolan 2011, en läroplan som i läroplansforskning benämns som mål- och resultatstyrd. Den mål- och resultatstyrda skolan, med ämnesplaner med konkretiserat innehåll och mätbara mål som ska kunna avläsas på förhand innan utbildningen påbörjats, är en utveckling bort från den klassiska bildningstankens fria förhållningssätt och den hermeneutiska bildningstraditionens idé om en förbehållslös bildningsresa. Detta har föranlett en debatt om föreliggande ”bildningskris” inom det svenska skolväsendet. Men antagandet om en ren utbildning utan bildning är en förenkling av en komplex utbildningsapparat med mångårig historia och därför söker jag efter bildningens plats i Lgy11.

    Uppsatsens teoretiska utgångspunkt grundar sig för det första i en framställning av idealtyper sprungna ur den klassiska/nyhumanistiska bildningstraditionen, den hermeneutiska bildningstraditionen samt den anglosaxiska liberal education. För det andra i en teoretisk framställning om bildningsdidaktiska utgångspunkter.

    Genom att kombinera idéanalys och diskursteori visade uppsatsens analys på tre framträdande bildningsideal i läroplanen för gymnasieskolan. Dels ett ideal om eleven som arbetsam, där det framtida yrkeslivet och entreprenörskap bör premieras, dels ett ideal om en förstående och sympatisk elev som respekterar olikheter och oliktänkande och dels ett ideal om eleven som världsmedborgare som ser fördelar med ett mångkulturellt, globalt samhälle. Analysen visade även att ämnesplanernas centrala innehåll och kunskapskrav är öppna för tolkning, de skulle kunna ha bildningsdidaktiska förutsättningar, men det finns inga garantier för att undervisningen utformas på ett vad jag kallar bildningsdidaktiskt sätt. Tvärt om visar tidigare forskning på att de mål- och resultatstyrda ramfaktorerna, som krav på utvärdering, anpassning till internationella mätningar och föräldrars ökade insyn i bedömningen, får lärare att konstruera bedömningsmatriser med mätbara mål som inte är öppna för vidare diskussion. Uppsatsens avslutande diskussion handlar istället om elevens individuella förutsättningar och hur den mål- och resultatstyrda läroplanen tycks slå kontraproduktivt och öka ojämlikheten elevgrupper emellan istället för att bygga en bra, stabil skola för alla. 

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  • 162.
    Blommaberg, Mona
    Södertörn University, Teacher Education.
    Får mitt barn behålla min kultur?: en kvalitativ innehållsanalys av utländska vårdnadshavares upplevelser av den svenska förskolan2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study concerns a group of foreign parents' experiences with Swedish preschool. The purpose of the study is to gain an understanding of the foreign guardians' experiences of the phenomenon. Semi-structured interviews are conducted with six informants, and the results of the interviews are compiled and linked to theoretical concepts in the analysis. The concepts that I have chosen to define are culture, Swedishness (svenskhet) and life-world. In the discussion section, I link the results to previous research on the preschool's work on diversity. The results show that the custodians experience a lack of collaboration between preschool and home and a lack of communication. Cultural differences lead to prejudice, and negative attitudes and language deficiencies give custodians a sense of exclusion.

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  • 163.
    Blomquist, Cecilia
    et al.
    Södertörn University, Teacher Education.
    Nöthe Frisk, Carina
    Södertörn University, Teacher Education.
    Engagerad i barns bästa, nu och framöver: Reflektioner kring ett hållbart arbets- och förhållningssätt i förskolan2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The starting point for this essay is two self-perceived dilemma situations in preschools where children have end up in conflicts. These two dilemmas have given us the understanding that children can be treated in completely different ways by preschool teachers when they on one hand are excluded and ignored and on the other hand are confirmed and heard. The aim of this essay is to open a dialogue among educators about a sustainable work approach. It is a treatment we believe works long-term and provides room for strong feelings like love and aggression. Sustainable development is widely discussed in preschools in ecological and economic terms, but there is no awareness about how it addresses the social aspects of children’s development. We want to focus on the social aspects in our essay. In this essay, we will investigate the following questions: What skills do educators need in today's preschool? What meaning do feelings such as love and aggression play in preschool? How can a socially-focused sustainable approach be created and developed in the preschool? We start from a sociocultural perspective looking at people as individuals influenced by society and culture. In order to approach our sub-questions, we take a knowledge perspective where we use Sheridan, Sandberg & Williams's research on the preschool teacher`s competence, an emotional perspective where we use Winnicott, van Manen and Montessori to seek out the emotional life and an educational perspective in which the authors and lecturers Svedberg and Persson lead us towards a sustainable work approach. Our essay shows that the whole child as well as her/his feelings and interests seem to have been removed from focus in the preschool. Instead, the new revised curriculum requires a subject-oriented approach that makes it difficult for preschool teachers to include continuous reflection work focusing on social sustainability. We, as prospective preschool teachers, have a great responsibility to take a ‘whole child’ view by allowing continuous reflection focusing on sustainable work and processes. Only then can every child be his or her best self. 

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    Engagerad i barns bästa, nu och framöver - Reflektioner kring ett hållbart arbets- och förhållningssätt i förskolan
  • 164.
    Blomqvist, Linn
    et al.
    Södertörn University, Teacher Education.
    Kulbay, Pinar
    Södertörn University, Teacher Education.
    Pedagogers föreställningar och strategier i genusarbetet i förskolan: En kvalitativ studie om hur pedagoger bedriver ett genusarbete i förskolan för att bryta traditionella könsroller2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 165.
    Blomster Mossberg, Elin
    et al.
    Södertörn University, Teacher Education.
    Blomster, Malin
    Södertörn University, Teacher Education.
    För vems skull?: en essä om förhållningsätt, ansvarstagande och praktisk kunskap i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay explores how differences in opinion between preschools pedagogues and parents regarding a preschool’s activities can affect what is seen as an interesting and meaningful everyday experience for the children or how the children's skills and their right to participate in the decision making process can be of use. The essay is based on two real and self-experienced stories that form the basis of our reflections and following learning process. The essays purpose has not been to find one correct approach but rather to, through reflections, highlight different perspectives and how they can meet and interact. We reflect on how the different roles we assume, consciously or unconsciously, in our professional practices can affect our actions in different situations. We also reflect on how we use our practical knowledge. The aim of the essay is to examine what we, as two future preschool teachers, through writhing this text has come to believe to be important to focus on in preschools when it comes to democracy and participation, and why we believe that. By examining our own positions in the question at hand and by reflecting on how we could have done things differently, it is possible to find new, and possibly more, constructive ways to collaborate, assure quality and develop the daily running of preschools.

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  • 166.
    Blåbäck, Therese
    Södertörn University, Teacher Education.
    Smartare än fröken: En kvalitativ undersökning om synen på särskild begåvning och anpassningar i undervisningen av särskilt begåvade barn på två förskolor2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how adaptations in the teaching of gifted children of two preschools can be understood from the perspective of teachers, parents and children. The intent with the study was also to examine how the teachers worked to follow the curriculum and adapt the teaching, how the children could be affected by being seen as gifted and how the parents experienced the cooperation with the preschool regarding the teaching of their gifted children.

    Through observations and interviews four themes were discovered – characteristics and to be seen, teacher's knowledge and education on giftedness, working methods and adaptations, and transition from preschool to school. The study’s results showed that the different perspectives differ, both between parents, educators and children, but also between the two preschools and their surrounding culture. The surrounding culture had a larger impact than expected.

    The analysis, based on Stern’s theory of intersubjectivity and intercultural perspective, also showed the importance of gifted children to be seen as gifted and to interact with other gifted children.

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  • 167.
    Bodell, Linnea
    et al.
    Södertörn University, Teacher Education.
    Sjöberg, Therese
    Södertörn University, Teacher Education.
    "Oj, vad många!": Gelman och Gallistels fem principer i rutinsituationer och i den fria leken2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this empirical study is to explore how teachers and children working with and use of Gelman and Gallistels five principles in preschool. These principles form the basis for the child’s number sense. To catch sight of the principles that are used and in what situations they are expressed in the youngest children in the nursery, we will make observations on two toddlers departments.

    The results shows that all the principles occurred in varying ways in routine situations and the play, but a few of the principles are more prominent. The results also shows that a teacher’s role and environment design has a great impact on children’s mathematical learning.

    In the discussion, we discuss the importance of taking advantage of all the situations that arise during a day in kindergarten. The teachers have an important role to highlight and show the kids the mathematics around them. 

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  • 168.
    Borg, Ulrika
    Södertörn University, Teacher Education.
    Det är hans känsla!: En studie om hur genus och jämställdhet kommuniceras i klassrummet2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe, from a didactic point of view, wether gender norms are challenged and sex equality is maintained when two teachers in grade one communicate with their pupils. This is based on the existing norms in our society which generates into certain expectations of how one should act depending on wether you are a girl or a boy. In addition to this, the lack of equality between women and men is a global question. The norms and conditions in society are reproduced, but can also be deconstructed in school (Martinsson and Reimers 2008, p. 8). Thererfore, this study proceeds from the following questions:

    • In what ways is the teaching designed, within the frame of communication, in the perspective of gender and sex equality? How does the two teachers reflect upon that?
    • How is the allowance to speak distributed among the pupils and does this differ wether it is a girl or a boy? How does the two teachers reflect upon that?
    • Are certain speech acts more common respectively less common in the teachers’ communication with girls respectively boys?

    The investigation is based on observations and an interview, and the teachers’ speech acts towards the pupils are analysed. The theoretical frame of the investigation is founded on feminist theories, from a post-structuralist and a social construct perspective. Hence, theoretical constructs such as performativity (Butler 2006, p. 216) are of importance. The results of the investigation shows, in conclusion, that the two teachers are well aware of how to conduct their teaching in relation to gender and sex equality. This is shown both in their practice of teaching and in their reflections on the matter. Furthermore, the results of the investigation show that the teachers do not differ between girls and boys. However, both teachers show that they take the gender- and sex equality issues into thought, in order to achieve sex equality and counteract sterotypes for gender roles in the classroom.

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  • 169.
    Borg, Ulrika
    et al.
    Södertörn University, Teacher Education.
    Olsson, Lovisa
    Södertörn University, Teacher Education.
    Det är en skolkunskap inte en livskunskap: En kvalitativ studie om lärares skrivundervisning och deras reflektioner kring sin praktik2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate, from a didactic perspective, how teachers pursue their writing instruction. A certain focus is directed towards discursive writing and the way the teachers support second language learners. The purpose is to compare the teachers’ writing instruction regarding the aspects above. The lack of research when it comes to the practice of discursive writing and writing instruction, in Swedish primary schools, in general form the basis of this study. The following questions provide the framework of this study:What are the teachers’ perspectives and reflections on discursive writing and writing instruction in general? In what ways is the teaching in writing designed and how does the teachers’ reflect on their teaching? Is there a difference between how the teachers conduct their writing instruction, with regard to a second language perspective, and how does the teachers reflect upon that?

    The study is based on observations and interviews with two teachers regarding these matters. The theoretical approaches of this study are Ivanic’s (2004) discourses of Writing and Learning to write and the theoretical concept scaffolding (Wood, Bruner, Ross 1976, s. 89-90, 97-99). The results show, in conclusion, that the teachers’ writing instruction includes the majority part of Ivanic’s discourses but these are variously practiced. The major part of the teaching was, in both teachers’ classrooms, performed in accordance with the narrative genre but discursive writing was also practiced. The teachers showed an awareness of the importance of supporting second language students, but a difference in the way they conducted their writing lessons from this aspect was evident.

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  • 170.
    Borgbrant, Daniel
    Södertörn University, Teacher Education.
    Konflikthantering på fritidshemmet: elev- och pedagogperspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    At the after-school center, at which I’ve been working for about twenty years, I have noticed different kinds of conflicts. There are conflicts during both indoor and outdoor activities. Lately I’ve been thinking about both why these conflicts occur and how the conflicts are solved in a way that’s developing both the pupils and pedagogues. In this study, I’m looking for answers to four questions:

    • What conflicts occur during breaks and at after-school center?
    • What thoughts do the pupils have regarding conflicts they have observed at the after-school centers or breaks?
    • How do the pedagogues perceive the pupils’ thoughts about conflicts?
    • How do the pupils and the pedagogues make use of possibilities created by the conflicts?

    To get answers about what kind of conflicts that occur (question 1), I made observations at two centers. In total, there were six observations, twenty minutes each. During these observations, I made a protocol of six incidents. The conflicts I have observed are mostly between two pupils and have elements of both verbal and physical activity.

    With these events as a starting point I made five group interviews in total at the two after-school centers. At every group interview three pupils attended. The purpose was to hear the pupils’ reflections regarding the observed conflicts and how the conflicts can be made useful (questions 2 and 4). In their answers the pupils showed that they had reflected regarding the six types of conflicts at different ways. Some pupils stated that all events are frequently occurring at the after-school center.

    The reasons can be that a pupil wants to reach his/ her goals, for example get first in line, win the soccer game or get away when he/ she get tagged at playing dabbed. Then you push yourself ahead or tackle others. At playing dabbed the pupils find several reasons why they are not dabbed even though they know they are dabbed. Another goal that the pupils strive to reach is to get their will through. For example, by moaning to get to play alone with your best friend or show yourself strong by hitting others with sticks (even if it means that the one that is beaten gets sad or angry). It also revealed that pupils run or walk away at fights or go to the teacher to get help.

    The third part of the study is individual interviews with four pedagogues, two at respectively after-school center. The purpose was to hear their point of view about the pupils’ reflections of the observed conflicts and their opinions on how the conflicts can contribute to the development of the pupils (question 3 and 4).

    The pedagogues say that the pupils have many good ideas about how they can solve conflicts, both alone and with the help of the pedagogues, in a good way. The pedagogues regard the six events as tangible situations that can be useful regarding conflict handling and at creating proactive activities. One conclusion is that the pedagogues view the conflicts as a learning process contributing to the pupils’ development and rarely as a problem. Another conclusion is that the pedagogues try to get the pupils to solve the conflicts by themselves, but to be nearby if the conflicts cannot be solved.

    The pupils mean that during a conflict you can together decide upon a solution. Maybe a compromise is possible for solving the conflict so that the work or play can be continued. Frequently occurring proposals from the pupils, at the interviews, are to offer different kinds of activities either to solve the conflict or to learn from the conflict. Examples are to show empathy, suggest cooperation, support the one that is hurt, pull away in order to not enhance the conflict and to intervene when the conflicts are violent. These actions the pedagogues can follow up afterwards to proactively obstruct new conflicts. One conclusion is that the presence of a pedagogue is of importance to minimize the conflicts between pupils.

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  • 171.
    Borgelind, Andreas
    Södertörn University, Teacher Education.
    Värdegrund från intressegrund: En motivstudie i hur en populär barnbok kan skapa grund för värdegrundsarbete i årskurs 4-62017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In a time when many pupils feel a lack of security in school, the demands on teachers steadily increase as society puts pressure on them and the school system as a whole. The idea for this essay was born out of a need to create tools for teachers to use while working with the set values that the Swedish curriculum deems central to education.

    In order to create such a tool, a survey was made to ascertain what books are currently popular among Swedish children in the age range of 9-12, and then, using indirect characterization and the literary concepts of theme and motif as method, the goal has been to determine whether this book is suitable for working with questions that are related to the aforementioned values.

    To that end, the following questions were asked:

    • Which books are popular in the age range of 9-12 at the time of this essay’s writing?

    • Which motifs can be found in the book based on values as a theme?

    • How are the values that the school system should mediate portrayed in these motifs?

    The results showed that the chosen book, PAX: Nidstången (by Åsa Larsson & Ingela Korsell), contained all of the five values that the Swedish curriculum deems central to education. The results, then, indicate that this book is a suitable tool to include while working with values in the classroom. However, the effectiveness of this tool is also dependent on the teacher him/herself, since a tool’s value is only ever as high as the competence of the one who uses it.

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  • 172.
    Borgelind, Andreas
    et al.
    Södertörn University, Teacher Education.
    Mekhelif, Bassel
    Södertörn University, Teacher Education.
    Det som inte prövas är lika viktigt: En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 62016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the spring term of 2013, national tests were conducted in social sciences for the first time in the Swedish sixth grade. The tests fell under criticism from various outlets associated with education which eventually resulted in the removal of these new national tests. However, as of 2016 it has been decided that the same institutions responsible for the national tests are to develop voluntary assessment support material in these subjects, which will be available nationwide in 2017, essentially replacing the tests.    The idea for this essay was born out of a need to investigate to what extent the different types of knowledge and abilities of Lgr 11, the Swedish curriculum, correspond to the new national tests, since such research has yet to be done for the sixth grade version of the tests. Out of constraints related to time and size, we chose to limit ourselves to two of the four subjects in social sciences, namely history and religion.    Using text analysis as method and Bloom’s revised taxonomy as an analysis model to study the alignment between the national tests and the curriculum, we’ve endeavoured to answer the following questions:

    • To what extent are the different types of knowledge and abilities tested in the national tests in history and religion for grade six?
    • How well do the national tests in history and religion for grade six and the knowledge requirements of Lgr 11 correspond in regard to which types of knowledge and abilities are tested and the extent of these?

    The results showed that the national tests and the knowledge requirements of the Swedish curriculum by and large share a high level of alignment. However, the amount of test questions corresponding to each knowledge requirement varies greatly, creating a possible gap for teachers to fill should they use the forthcoming assessment support material in their work.

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  • 173.
    Boström, Elin
    Södertörn University, Teacher Education.
    Varför lärobok i NO?: En kvantitativ studie om lärares perspektiv på läroboken i förhållande till undervisning och kursplan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In all education, regardless of the subject, teachers use teaching materials to impart knowledge. Studies have shown that textbooks are used more often in subjects like science and mathematics than in civics (Skolverket 2015a; 2015b). The purpose of this study is to examine teachers in grades F-9's perspective on the textbook as an instrumental tool in science education from function, purpose and class time as well as teachers' views on the relationship between textbook and curriculum. The study will also shed light on how teachers might be affected in their daily work with the textbook in relation to framework factors. I have, based on the purpose of this study issued following questions: In what way do the teachers describe the function of the textbook in the science classroom?, For what purpose do the teachers choose to use the textbook?, How much of the class time does the students study in their textbooks according to the teachers?, And what are the teachers' views on the textbook in relation to the curriculum?

    This study was conducted through a quantitative method, based on a questionnaire answered by 58 authorized science teachers in the primary- and secondary school. The questionnaire was posted on Facebook, in a Facebook group called NO i grundskolan. The results of this study shows that educational book's main function is to serve as a read aloud text that the class reads together and that the primary purpose of using textbooks in teaching is to serve as an inspiration, meant to inspire both students and themselves to create an interesting science education. The results also shows that the majority of teachers choose the textbook in relation to the curriculum and that they show an awareness of the need to complement the textbook in their teaching. It can also not be ignored that classroom design and framework factors such as class composition, time etc. can allow or restrict the activities that are workable in the classroom.

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  • 174.
    Bothén, Fredrik
    Södertörn University, Teacher Education.
    Vem bestämmer över kepsen?: En essä om hur traditioner, etik, normer och elevinflytande påverkar elevers vardag i skolan och på fritidshemmet2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna vetenskapliga essä har jag som blivande pedagog på fritidshem undersökt huruvida mitt agerande i ett dilemma kunde gjorts annorlunda eller om mitt agerande var rätt utifrån ett antal teorier och perspektiv. Dilemmat utgår från att jag lyfter två frågor på ett arbetslagsmöte, dels om eleverna verkligen behöver vara tysta i fem minuter när de ska äta mat för att sedan prata, dels om eleverna måste ta av sig kepsen inomhus då det uppkommer heta diskussioner mellan lärare och elever om kepsen vara eller inte vara inomhus. Dessa två frågor ställde mig i en situation som jag inte kunde ana, framförallt beroende på reaktionerna från lärarnas sida. Efter en lång diskussion så accepterar personalen på skolan att prova ta bort de fem tysta minuterna. Men när jag lyfte frågan om att låta elever bära keps på sig inomhus så tystades jag ner, snabbt och högt, utan diskussion eller åtanke om vad eleverna önskar. Ställer jag mig på elevernas sida så får jag lärarna emot mig då det verkar som om det är de som bestämmer i skolan av tradition. Jag använder mig av ett antal etablerade akademikers skrifter, bland annat av Björn Haglund och Inge Johansson för att reda ut hur makten mellan fritidshemmet och skolans personalgrupper ser ut. Vidare så behandlar jag dilemmat utifrån perspektiven om elevers delaktighet och inflytande beaktat skolan demokratiska uppdrag som stadgas i skolans läroplan. I den sista delen av litteraturdiskussionen har jag valt att se dilemmat ur ett etiskt perspektiv med hjälp av framförallt filosoferna Jan-Olov Henriksens och Arne Johan Vetlesens bok Etik i arbete med människor. I slutordet visar jag på att mitt dilemma inte har ett givet svar. Beroende på ur vilken synvinkel jag ser på dilemmat så blir resultatet olika.

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  • 175.
    Bowden, Elizabeth
    Södertörn University, Teacher Education.
    Konflikthantering på fritidshem: En kvalitativ undersökning av orsaker, hantering och kunskaper kring konflikter.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to find out which way the extended school staff has their knowledge about conflicts, what they think is the cause of a conflict and how they handle conflicts.To answer these questions, I have chosen to do interviews with an available group. I interviewed six persons of different gender, age, nationality and they have been working from three to twenty years at afterschool care.I have analyzed my empirical material using Szklarkis four causes of a conflict and Malténs strategies for conflict management.My conclusion is that the after-school staff's knowledge is mostly based on experience, partly through work with children group in afterschool care and as a youth leader in the voluntary sector. The strategy almost always used for the after-school staff were the collusion strategy

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  • 176.
    Brander Hirsch, Klara
    Södertörn University, Teacher Education.
    Struktur - en förutsättning för arbetet i stora barngrupper på fritidshemmet?: En kvalitativ studie kring fritidshemmets möjligheter med stora barngrupper2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min empiriska studie utgår från hur fritidshemmets verksamhet är planerad och organiserad utifrån stora barngrupper. Fritidshemmet har genomgått en stor förändring under de senaste 40 åren, och storleken på barngrupperna bara ökar. Med läroplanen för fritidshem så har även det pedagogiska arbetet ökat och forskning visar på svårigheter med att tillgodose varje individs utveckling och lärande. Den teori som jag har använt mig av är läroplansteori med fokus på analys av ramfaktorer, då det finns ett flertal olika faktorer som påverkar verksamheten, vilka möjligheter som finns för att det ska ske en process och till slut leda till ett resultat. Tidigare forskning visar på att barngrupperna på fritidshemmen växer, vilket även syns i mina resultat. Det visar också att fritidshemmet har utvecklats och blivit en pedagogisk verksamhet, vilket sätter andra krav på barn och pedagoger. Detta betyder att man behöver skapa en verksamhet på ett annat sätt, där mina resultat visar på olika faktorer som påverkar verksamheten. Jag har besökt två skolor, varav en är en kommunal skola i Stockholm stad och den andra är en privat skola i en kommun strax utanför Stockholm. Under mina besök så har jag utfört intervjuer med pedagoger som arbetar på skolan och fritidshemmet samt en observation. I mina resultat så framkommer det att struktur, uppdelningen av barngruppen, ledningen, en helhetssyn och läroplanen påverkar verksamheten. Det blev tydligt att pedagogerna som jag träffade var väldigt engagerade och angelägna om att skapa en bra verksamhet för barnen, men att det fanns flera olika faktorer som påverkade hur väl de kunde utföra deras tankar och idéer. Ett område som jag anser skulle vara intressant att forska vidare kring är hur man tillämpar läroplanen i verksamheten, och hur man följer upp detta. Ett annat område som vore spännande att titta på är hur uppdelningen av barn sker, vilka faktorer som påverkar och hur tankegången går när man grupperar in barn i olika konstellationer.

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  • 177.
    Brandt, Niklas
    et al.
    Södertörn University, Teacher Education.
    Erbayraktar, Taygun
    Södertörn University, Teacher Education.
    Kvalitet i förskolan: En kvalitativ studie om begreppet kvalitet i relation till utbildning, lärande och omsorg2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how quality in the preschool is perceived by preschool teachers. In this study quality in the preschool is examined in relation to care and learning as well as the introduction of the term education in the curriculum for preschools (Lpfö18). To do this the study uses a qualitative approach with applied grounded theory. The data has been collected through semi structured interviews with six preschool teachers.

    The scientific field of quality in preschool is complex as there are postmodern ideas that question the use of the expression altogether while other more modernistic ideas calls for a more precise definition of the term. This study aims to navigate this field through Dahlberg, Moss & Pence (2014) ideas on postmodernism in preschool, Sheridan (2007) and Sheridan & Pramling Samuelssons (2009) concepts of forms and dimensions of pedagogical quality, Berghs (2010) application criteria for quality in education and a theoretical model on how preschool teachers perceive quality developed during the study.

    The study concludes that the preschool teachers express care and learning as a dichotomy and implies that this may lead to compromises through having to prioritize between the two. The respondents further imply that focus on a certain dimension of pedagogical quality may have negative consequences on other dimensions. The study finds that the respondents express that certain ideas based on application criteria concerning market, result and system quality lead to a perceived pressure on the preschool teacher to deliver more result quality which in turn can undermine the process quality of the preschool.

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  • 178.
    Brehmer, Jessica
    et al.
    Södertörn University, Teacher Education.
    Estrada, Michaela
    Södertörn University, Teacher Education.
    Förskolegården - ett rum för barns fysiska aktivitet på förskolan: En kvalitativ studie om förskollärares uppfattningar om barns fysiska aktivitet på förskolegården2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to investigate preschool teachers thoughts about children and physical activity in the outdoor environment. Children are less physically active than they were in the past, and studies show that the majority of children that attend preschool do not appear in the current recommendation that exists regarding physical activity. Being outdoors has been shown to have a positive impact on children’s physical activity. The size and design of the preschool yard has also been known to have an influence how much children move. The majority of children in Sweden attend preschool where they spend many hours daily, making preschool an important place to promote children’s physical activity and give all children the same opportunities for movement. The purpose of the study is to examine preschool teachers perceptions of the importance of the preschool-yards for childrens’ physical activity. Our research questions are:

     

    • How do preschool teachers perceive children's opportunities for physical activity in preschool?
    • How do preschool teachers perceive their role in the physical activity in preschool
    • How does the preschool teacher describe their didactic work at the preschool?

    In our study we have assumed phenomenography, where the aim is to find the variation in people's different ways of expressing themselves about a particular phenomenon (Marton & Booth 2000). To collect our empirical data we have interviewed seven preschool teachers at four different preschools. The result shows that preschool teachers perceive the preschool yard as a place where children’s opportunities for physical activity increase. All the preschool teachers we questioned, highlighted the fact that the size of the preschool yard and preschool yard with varied terrain and vegetation can have a positive contribution into how much the children can move about and therefore receive more exercise. All preschool teachers perceive that their role in the preschool yard can help in enhancing the chances of creating more and better physical activities for children, but they expressed themselves differently as how their own participation affected. The result also revealed that the preschool yard is most commonly used for spontaneous activities such as children's own games.

  • 179.
    Broman, Lovisa
    et al.
    Södertörn University, Teacher Education.
    Holmlund, Karin
    Södertörn University, Teacher Education.
    Anknytning som ett gummiband: En essä om anknytningens betydelse under barnets introduktion i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will treat a common subject within the preschool environment, the introductions of new children and parents. Throughout the introduction, teachers must relate to the new family to try and achieve a connection/attachment and provide security. The starting point is two self-perceived dilemmas where the teachers describe two different introductions. One introduction goes on for a longer period. The child does not want to let go of its parent and is sad as soon as the parent tries to leave it. The second introduction goes fast, children and parents are expressing happiness. The teachers at the preschool nevertheless are concernedwhen the child is perceived boundless as it runs between activities, other children and their parents. The purpose of this essay is to investigate how different connection patterns and prerequisites can affect the introduction of new families to the preschool environment. It will also examine the experience of the teacher or teachers, and the importance of good cooperation between the teachers. The preschool's environment and organisation will also be investigated and the role it plays in the introduction of the child and also for allowing the teachers to carry out a good introduction. This will be done through three questions, which are: How can we, as teachers, meet Pelle and Alma's different needs? What are the prerequisites and conditions needed for a good introduction? What psychological phenomena are relevant to the introduction? By using different concepts such as affect theory, mirroring, safe base, safe heaven and connection/attachment, this essay can approach these issues. Essen's main task is to provide teachers, regardless of experience, with different perspectives on the introduction and how these can be applied to new families. The essay describes the progression of the connection/attachment theory with different levels of connection. Safe base and safe heaven are different ways to see how a connection/attachment works between the child and the parent, as that is where the first connection/attachment is established. During the work, the focus on the children and parents has become more nuanced and the role of teachers is increasingly critical. Through literature studies and discussions in the tutoring group at school and with colleagues, we have gained a greater understanding of all parties involved in the introduction to preschool. An important conclusion we found is that connection/attachment, regardless of who cannot be accelerated. It must grow through trust and confidence.

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  • 180.
    Bross, Cecilia
    Södertörn University, Teacher Education.
    "Nu får du tänka själv!": En vetenskaplig essä om det kritiska tänkandet på förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    “Think for yourself! An essay on Critical Thinking in Preschool”

     

    This essay focuses on critical thinking in a preschool context and begins with two self-experienced stories. The first one describes a reflection meeting between me and my colleagues where we discuss an unruly, but critical thinking, child. The other one portrays a book conversation where I fail to evoke critical thoughts in two of the children. Based on these two stories, my purpose is to investigate my own conceptions of critical thinking. I ask myself what I comprise in these conceptions and I illustrate how it affects me in my work as a preschool teacher. Furthermore, I examine the purpose of education and take a closer look at the preschool curriculum to see what sort of critical thinking it includes. I debate whether it is possible to teach critical thinking and also discuss the notion of freedom and the significance of language.

         The method of this work is essay writing which means that I – through my stories – reflect and deepen those reflections by relating them to theoretical literature in pedagogy and philosophy as well as the curriculum.

         My main literature has a historical perspective in the works of Immanuel Kant concerning education and enlightenment. I also use a theoretical framework from Gert Biesta, and especially his notions of the three functions of education: qualification, socialization and subjectification. 

         My essay confirms the importance of reflection and advocates an active discussion concerning various conceptions and their significance. 

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  • 181.
    Brundin, Amanda
    Södertörn University, Teacher Education.
    Med fokus på färdighet och kreativitet i ämnet svenska: En diskursanalys av Lgr11 och Nya språket lyfter!2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 182.
    Brundin, Amanda
    et al.
    Södertörn University, Teacher Education.
    Cecilgård, Sofie
    Södertörn University, Teacher Education.
    Alignment between writing assignments: Jämförelse mellan skrivuppgifter i nationella provet och läromedel i ämnet svenska för årskurs 1-32017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study has been to examine if there is alignment between the national exam for writing in Swedish – ages 9 to10 – and main study materials for writing in Swedish intended for the school years leading up to the test. This study also aims to compare two different learning materials writing assignments with one another to find possible similarities and differences. The study focuses on writing assignments in one traditional (printed) textbook series and one digital study material. The material is analyzed according to Ivaničs theory about discourses of writing and learning to write. The results are compared to answer the following questions:

    1. In what way is there, or is there not, alignment – based on Ivanič’s theory of writing discourses– between the writing assignments in the national exam for ages 9 to 10, and the writing assignments found in printed and digital study materials?
    2. What are the similarities and the differences between the writing assignments in the printed and digital study materials based on Ivanič’s theory of writing discourses?

    The results show that there is some alignment between the writing assignments in the national exam and the study materials, however not a high one. The printed study material has a higher alignment than the digital one. The results also show that there are similarities between the writing assignments in the printed and the digital study materials. They both focus a lot on a skills and genre discourse. However, there are a lot of differences. The printed study material contains a process discourse while the digital study material does not. The printed material also contains more hybrids containing a combination of writing discourses.

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  • 183.
    Brunell, Ann-Margreth
    et al.
    Södertörn University, Teacher Education.
    Gåredfelt, Anette
    Södertörn University, Teacher Education.
    "karékla betyder stol på svenska...": En studie om pedagogers arbete med språkutveckling hos tvåspråkiga barn i mångkulturella förskolor.2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate teachers’ experiences of children’s language development in multicultural preschools. The study included the following research questions: 1.How do teachers work  in multicultural preschools to help children with their language development; 2. What do teachers in multicultural preschools think about the possible influence of native language on learning the Swedish language?; 3 What is the significance of educators skills for working with childrens language development? .4 What are the obstacles for helping preschool children in multicultural preschools with their development of the Swedish language?

    A qualitative approach was used that included semi-structured interviews with four teachers in two separate multi-cultural preschools. The interviews were transcribed and analyzed with relevant theories and concepts (the sociocultural perspective of Leo Vygotskij).

    The informants were positive to working with bilingual children. There were differences in opinions related to level of competence and training, but they all agreed that the teaching approach used and the degree of involvement was of great importance. They had experiences of how the child’s native language influenced the development of their skills in the Swedish language.

    Children’s’ learning of the Swedish language was dependent both on knowledge of their native language, but also on  teachers’ skills and knowledge in how to create learning opportunities.

    Keywords: Multicultural, language development, monolingualism, bilingualism, native language

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  • 184.
    Brunskog, Klara
    et al.
    Södertörn University, Teacher Education.
    Gavelfält, Felicia
    Södertörn University, Teacher Education.
    Glad Halloween... eller?: En fenomenografisk studie om högtiders funktion i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to examine how preschool educators reflect about celebrating holidays in preschool settings. We interviewed six educators from three preschools. Two of the preschools are independent preschools with religious profiles; Jewish and Muslim. The third preschool is a municipal preschool without a religious profile. In our interviews we aimed to examine how holidays are celebrated, how the educators think and reflect about the function of the holiday celebration, and how the educators relate to holiday celebrations that are not directly connected to their own profile. Which similarities and differences can we see among the educators' stories about holiday celebration in preschool settings? 

    Our main questions are:

    • What comprises the concept of holiday celebration, according to the educators in their own preschool setting?
    • Which function do the holidays have?

    Our research approach is phenomenography which seeks its results in qualitative interviews. With a qualitative analysis you can determine the educators own perception of the phenomena you want to examine. Our method of choice is there for qualitative interviews. In the results from the study we saw that using holiday celebration has a strong connection, according to the educators, to culture and identity. They use holiday celebrations as both an identity-generating function as well as a way to integrate both families and many objectives from the preschool curriculum.

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  • 185.
    Buchwald Lidholm, Jill
    Södertörn University, Teacher Education.
    "När ska jag gå, ska jag vinka nu?": En analys av föräldrars medverkan i och upprätthållande av förskolediskursen2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to explore parents experience of prepartory training at preschool with their children. However, the study came to be about how parents express participation in the preschool discourse. I have interviewed six adults who participated in preparatory training with their children during the fall of 2015. Through interviews, a picture emerges of the preschool discourse. The parents statements have been analyzed according to Michel Foucault's theories of discourse, power and subject positions. The results show that adults express that they want to follow the preschool plan for preparatory training and feel secure when the preschool teachers have a clear direction with induction. The informants also reflect the preschool taken for granted, which I associate with the institution conditioned childhood, and perception of the child as competent.

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  • 186.
    Bukhari, Noreen
    et al.
    Södertörn University, Teacher Education. 1984.
    Mats, Millberg
    Södertörn University, Teacher Education.
    Fritidshemslärarens yrkesroll: en studie av fritidshemslärarens yrkesroll och lärarlegitimationen2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay we will highlight the professional role and development of teachers and recreation centers during the 20th century. We will use the research of, among others, Finn Calander and Ann Pihlgren who have investigated and discussed the development of the recreation centers throughout the 20th century. The theoretical basis for the work is social constructivism and the socio-cultural perspective. By using this theories, we will attempt to explain how the recreation center and the recreations center teachers work has evolved and what has driven this development.

    Furthermore, we will discuss the impact that the teachers’ certification has on the school centers’ teachers and their work. The teachers’ certification has caused some confusion regarding the purpose of the recreation center teachers' mission, both in the universities where the new recreation center teachers’ are trained and among the recreation teachers. We will compare our reasoning to Lgr 11 to see what the governing documents provides in terms of guidelines and guidance for the recreation center teacher profession.

    The informants who have been interviewed in this work are four recreation center teacher with several years of experience in the profession. The schools where we conducted the interviews, were chosen on the basis of our prior internships there, and due to their geographical locations. The informants were interviewed about the schools they had previous experience of the profession and any disparity they experienced between their assigned work and the actual work, as well as, whether this had changed significantly during their time in the profession.

    The interviewed informants described that they are no longer comfortable in the professional role they serve at schools as they feel more like extra teachers, something which they have not at all received training for, rather than the recreation center teachers that they are.

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  • 187.
    Bygde, Emil
    Södertörn University, Teacher Education.
    IKT i hemmet: Studie i användning av digitala verktyg under fritiden2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how students in third grade use ICT equipment intheir home environment, and if there are any correlations between their usage and the nationalpolicy documents, including the planned revision of those documents planned for 2017. Furthermore will potential differences between individual students ICT usage, and their teachers perception of said use be highlighted. The methods used for this study will be both quantitative and qualitative, where a quantitative survey taken by two classes in third gradefrom different schools is used to poll ICT usage. A qualitative interview with both classesteacher is also performed to highlight their perspective on ICT and their students use of it. The conclusion of the study shows that there are differences between how both students as individuals and classes as micro cultures use ICT, and that the teachers have a superficially correct perception of their individual classes. The study highlights that the ICT activities that the students claim to participate in during their leisure time have practical connections to the national policy documents, but that different activities have different connections. The study also shows that said micro cultures affects how the different classes use ICT as groups and by doing so, also affects the classes competency, within ICT as well as traditional school subjects.

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    EmilBygdeSjälvständigtArbete
  • 188.
    Bylund, Sara
    Södertörn University, Teacher Education.
    Dans i förskolan: Förskollärares erfarenheter av dans och dans som verktyg för lärande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to analyze the experiences of preschool teachers’ on dance activities in preschool settings. My main focus lies in understanding how big and which kind of role dance has in different preschools. I used three questions to get answers regarding my idea:What experience does preschool teachers have regarding dance in preschool?What knowledge does preschool teachers have regarding dance in preschool?What knowledge does the preschool teachers have about dance as a tool for learning?

    As a method I used a qualitative interviews’ with four preschool teachers’. I have recorded and transcribed the interviews’ and analyzed the result with a hermeneutics approach. The theoretical frame of the study is founded on a theory based on a phenomenological and a hermeneutic phenomenological perception and a socio-cultural theory of learning.

    In my search for previous research about dance in preschool I found out that there is little research on the matter so with this study I would like to highlight the importance of using dance as a method of development and learning.

    The result shows that preschool teachers’ interpret the curriculum in different ways and it affects how they work with dance in their preschool activities. Dance is mentioned in the curriculum, as one of several ways of expression, but it is not clear how they should be interpreted. Preschool curriculum talks about what the children are expected to develop and learn, but it does not appear in what way or methods to be used to achieve this. Another conclusion of the result shows that the preschool teachers’ who of which were interviewed mentions how dance is used in preschool depends on the preschool teachers’ knowledge and interest in dance.  The result also shows that the preschool teachers’ I have interviewed had a lot of knowledge concerning dance as a tool for learning, but still dance has a small space in preschool.

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  • 189.
    Bäck, Gabriella
    Södertörn University, Teacher Education.
    Att förse elever med läsförståelsestrategier: En studie om lärares arbete med materialet från En läsande klass2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to analyze the teacher's work, opinions and experiences of teaching with material from A reading class. The study is conducted using interviews and observations, and aims to answer how a number of teachers reason about the material they work with to accommodate students with different reading comprehension strategies and to observe how a number of teachers work with this material. The two questions this study aims to answer are:- How do a number of teachers use the material from A reading class?- How do teachers reason about their work with A reading class? In what extents do they use the material that is available? And what are the advantages / disadvantages they see with the material?

    The methods used to conduct this study is: four interviews with teachers who work in grades 1-4 and five observations in grade 1-4 where the material was used.

    The theory, and the theoretical concepts this study is based on is: a number of international theories in witch A reading class is based on, the study of Barbro Westlund and the material from A reading class.

    The study shows that teachers work with the material very differently. The teachers who have chosen to work with the material only see it as positive, those who have been forced to work with the material however, see some negative aspects of it. All of the teachers pick parts of the material to fit their students and class. Most of the teachers in this study only use the pictures that represent the five reading strategies. Only one of the teachers uses lesson plans and the instructions from A reading class. That teacher only has students with Swedish as a first language. The other three teachers have students with another first language than Swedish, as the majority of their class. They believe that children with another first language than Swedish may experience difficulties with the lesson plans from A reading class due to the long instructions and strict structure. One teacher uses the text from A reading class as a library, and in two of the interviews the teachers describes that they work with smaller reading groups so that the students get teaching at their own level.

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  • 190.
    Bäck, Gabriella
    Södertörn University, Teacher Education.
    Får högpresterande elever den utmaning de har rätt till i skolan?: En empirisk studie baserad på lärares åsikter om arbetet med individualisering med fokus på högpresterande elever2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate five teachers’ opinions on the work with individualization with focus on above-average pupils. I have issued four questions based on the purpose of this study: - How do these teachers define the theoretical concepts of individualization and above-average pupils? - How do the teachers reason about the concept of individualization with focus on the above-average pupils? - How do the teachers reason regarding the work with individualization in the Swedish language? - Do these teachers consider that there are difficulties to individualize the work so that it will challenge above-average pupils?

    The method used to conduct this study was a semi-structured qualitative interview with five teachers in primary school. The theory and the theoretical concepts this study is based on is: what defines the above- average pupils, the zone of proximal development, the concept of individualization and motivation and the importance of cognitive and non-cognitive abilities.

    The study shows that the theoretical concept of above-average pupils is hard to define and it shows a difference between how the teachers choose to define it. However, the teachers show a good understanding of the concept of individualization which they define as an approach based on each individual's level of knowledge. It also shows that the teachers are having difficulties individualizing the school assignments to challenge and stimulate the above-average pupils. The teachers mean that the main reason for this problem is the lack of resources the teachers have available.

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  • 191.
    Bäck, Sophia
    Södertörn University, Teacher Education.
    I tid och rum: Ett designteoretiskt perspektiv på undervisningen i samhällskunskap i de lägre åldrarna2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Time and space is not regulated in the Swedish curriculum. In regard to that freedom, the aim of this study is to examine the choices teacher make when teaching social studies in primary school. The study proceed from the following questions:

    • Which are the didactic tools, in special regard to how the tables are organized, how the time is used and other material resources?

    • Which impact will the didactic tools have on the social relations in the classroom?

    • Which effect does the two questions above have on the constitution of social studies as a school subject?

    The study is based on a qualitative method including both observations and interviews. The theoretical frame is the one of multimodal design. The results show that teachers’ choices are both conscious and unconscious. Their choices also impact on the social relations in the class and the pupils possibilities to participate. The pupils do not have as much freedom in time and space to express themselves as the teachers do. A fact teachers doesn’t seem to reflect. In what way teachers’ choices have an impact on the constitution of social studies is harder to show.

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  • 192.
    Bäckemalm, Emelie
    et al.
    Södertörn University, Teacher Education.
    Norman, Åsa
    Södertörn University, Teacher Education.
    Personlig resurs i fritidshemmet?: En kvantitativ enkätstudie2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Personal assistants in the leisure time center? A quantitative survey study

    We have processed, in a quantitative survey, the issue of what the availability of personal assistants looks like for students in need of special support during leisure time. This was based on an earlier study conducted in 2014. Representatives from Lärarförbundet responded in an interview about the results of the study that they had a belief that the availability of personal resources for students in need of special support would be easier to access about the leisure time centers had their own public documents. We have compared and analyzed the results of the two studies and discussed them further with the help of previous relevant research, three theoretical perspectives in the field of special education and our many years of experience. Our analysis of the results shows that no change has occurred and that Lärarförbundets expectation has not been fulfilled, as many leisure time pedagogues still feel that they have students in need of a personal assistant that doesn´t have one. 

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  • 193.
    Bäcklin Dackeus, Charlotte
    et al.
    Södertörn University, Teacher Education.
    Grimborg, Jeanette
    Södertörn University, Teacher Education.
    Barnets rätt att få delta utifrån sina förutsättningar: Om att få barn med autism inkluderade i en kommunal förskola2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In our essay we account for the relation between us and two boys during our many years working in the Swedish preschool system. The boys have been diagnosed within the autism spectrum. They attend the practice but the question is to what extent they partake in the activities. Inclusion is a charged word which is not necessarily discussed.  All children within the municipal preschool system should be included. But as we execute our activities, we ask: are the disabled children as included as the rest? Another aspect of our study is: how is the preschool environment adapted?  Is it designed for all children? We interviewed the teachers at a preschool that has a department that specializes in children within the autism spectrum.We saw a big difference in their work procedures but above all in the environment´s design. Within the autism spectrum we have found three criteria’s children with autism struggle with. These are Theory of Mind, Executive functions and Central coherence. Further we came in to contact with the special education concepts of compensational perspective, critical perspective and behaviorism, during our visit at the support units. In the essay we discuss how such current research on autism can be used in preschools. We also bring to light the children´s rights from our readings of the central documents and what the preschool does to communicate and treat children within the autism spectrum at the best possible way.

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  • 194.
    Bäckman, Elisabeth
    et al.
    Södertörn University, Teacher Education.
    Sundin, Isabella
    Södertörn University, Teacher Education.
    Förskollärares uppfattning om anknytningens betydelse för barnet i förskolan: En fenomenografisk analys utifrån ett anknytningsteoretiskt perspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate eleven preschool teacher’s perceptions and approaches in relation to the meaning of children’s attachment process. We did semi structured interviews that we thereafter transcribed and analyzed based on these four issues:

    • How do preschool teachers understand the preschool introduction process from a child’s perspective? What are their thoughts based on?

    • How do preschool teachers understand the role as the key person at the preschool?

    • How do preschool teachers interpret the preschool curriculum based on an attachment

      perspective?

    • How do preschool teachers perceive the importance of attachment regarding the

      children’s development? 

    The results from the analysis show that preschool teachers have both experience and understanding on how attachment is important for the child’s development, learning and knowledge acquisition. Preschool teachers describe that they have a significant role as a complementary attachment person, but they do experience difficulties attaching to each and every child, especially during the preschool introduction period. 

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    Förskollärares uppfattning om anknytningens betydelse för barnet i förskolan
  • 195.
    Börjesson, Linus
    Södertörn University, Teacher Education.
    Skönheter, flickor och färgade naturbarn: En kvalitativ studie om hur idrottare framställs i olympiaböckerna 1948, 1968 & 20122017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna undersökning har jag studerat skrivna framställningar av idrottare till tre olympiska sommarspel. Mitt intresse var att se skillnader och mönster i hur idrottare med olika kön och/eller etnisk bakgrund framställs. Jag har utgått från tre olika olympiska spel. De olympiska spel som undersökts var London 1948, Mexico City 1968 och London 2012. I undersökningen har jag studerat olympiaböckerna för dessa tre spel. En olympiabok presenterar och sammanfattar hela olympiska spel. Den kommer ut tätt efter spelen och innehåller artiklar, sammanfattningar och statistik skrivna av flera olika författare.

     

    En mängd tidigare forskning har gjorts både i internationella och svenska undersökningar med studier om hur kvinnliga idrottare framställs, men också en del undersökningar som berör hur idrottarens etnicitet lett till framställningar med stereotyper och fördomar. Dessa tidigare undersökningar har främst använt sig av tidningar som källmaterial, men också av annan media som TV och internet. Ingen tidigare forskning om framställningar har gjorts på just olympiaböcker. Till undersökningen användes de tre teoretiska begreppen sexualisering, infantilisering och etnicitet. Kommentarer av en idrottares utseende (sexualisering) var vanligare att läsa 1948 i jämförelse med 1968 och 2012. Gemensamt för de tre undersökta åren var att beskrivningarna till de manliga idrottarna var inriktade på storlek på axlar, längd och typiska manliga kännetecken. Ett annat mönster som kunde ses var att när kvinnliga idrottares utseende kommenterades 1968 och 2012 var i stort sett alla kommentarer riktade till idrottare inom gymnastiken. I undersökningen går det att utläsa att stereotyper och fördomar i referat för idrottare från andra delar av världen (etnicitet) förekommer 1948 och 1968, men är så gott som helt borta 2012. Av dessa referat och kommentarer var en majoritet riktade mot manliga idrottare och inte kvinnliga. I undersökningen kunde jag också utläsa ett mönster när det gäller nedsättande ord om idrottare i form av beteckningar som används för barn (infantilisering). Dessa ord är i stort sett bara riktade mot de kvinnliga idrottarna i alla de tre undersökta åren, och av dessa är större delen i samband med idrottare inom kategorin simning.

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  • 196.
    Cadenius, Samia
    et al.
    Södertörn University, Teacher Education.
    Särkinen, Emmi
    Södertörn University, Teacher Education.
    En studie om hållbar utveckling med utgångspunkt i värdegrundsarbetet i förskolan: En fenomenografisk studie utifrån nio förskollärares uppfattningar i relation till social hållbarhet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim in this study is to examine preschool teachers’ perceptions of sustainable development and to put it in relation to the global definition of social sustainability and study how this work can be associated with the value-based work in the preschool curriculum.

    The study contextualizes sustainability using phenomenography as theoretical approach. Phenomenography approach is also used in method based on qualitative, semi-structured interviews to study the preschool teachers’ perceptions. The results of the study show that there are varied perceptions in the meaning of sustainable development.

    The results also indicate that there is a lack of discussion regarding sustainable development to achieve a consistent approach in value-based work.

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  • 197.
    Cakici, Paula
    Södertörn University, Teacher Education.
    Fysisk aktivitet i förskolan: en kvalitativ studie om förskollärares uppfattningar2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna undersökning behandlar ämnet fysisk aktivitet i förskolan.

    I samhället diskuteras det idag mycket om den fysiska aktivitetens betydelse för hälsa och välmående, många förskolor specialiserar sig för vissa inriktningar som har med fysisk aktivitet att göra. Samtidigt bekräftar undersökning efter undersökning om att barn rör sig för lite både i förskolan och på fritiden.

    Denna undersökning ämnar skapa förståelse för förskollärarnas upplevelser av den fysiska aktivitetens roll i förskolan. Undersökningen baserar sig på kvalitativa intervjuer med sex förskollärare som alla har minst sju års erfarenhet inom förskolan.

    Resultatet visar att mängden av fysisk aktivitet i förskolan varierar och att variationen beror på pedagogernas individuella uppfattningar om den fysiska aktivitetens betydelse i förskolan.

    Författarens huvudsakliga tolkning är att de individuella uppfattningarna har blivit avgörande eftersom förskolans läroplan inte är tydlig i formulering av den fysiska aktivitetens betydelse för barns hälsa och välmående.

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  • 198.
    Calace Cardeo, Fernanda
    Södertörn University, Teacher Education.
    "Sara vill inte att jag sak vara med": En vetenskaplig eddä om värdegrundsarbete i förskolan2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min essä bygger på tre egenupplevda händelser som speglar den verklighet som jag möter i min vardag som förskollärare. De två första handlar om hur ett barn utesluter och rent av mobbar ett annat barn. Jag har svårt att vara passiv i dessa situationer och vet inte om jag har agerat rätt. Den tredje och sista situationen handlar om mobbarens pappa som kommer arg till förskolan och kräver att vi inte ska låta hans dotter leka med det barn som blir mobbat. När jag vill boka in ett möte för att reda ut vad som har hänt är han inte intresserad av det och det gör mig frustrerad. Jag kommer utifrån mitt dilemma att reflektera kring begreppet demokrati, värdegrund, makt, normen, kamratkulturer, konflikthantering och mobbning.

    Den metod som jag har valt i mitt arbete är essäskrivande där jag har möjligheten att reflektera och undersöka min erfarenhet och mitt handlande ur olika perspektiv och på så vis få ny kunskap.

    De teoretiska perspektiven i min essä har jag funnit bland annat hos Rauni Karlsson, Ann Åberg, Hillevi Lenz Taguchi, Love Nordenmark, Maria Rorén, Ann-Marie Markström. William Corsaro, Annika Löfdahl, Arne Maltén, Margareta Carlander, Jesper Juul, Helle Jensen, San Olweus, Gabriella Ekelund och Anna Maria Dahlöf. Alla inspirerande för mina undersökningar. Min undersökning kommer att utgå ifrån tre frågor: Vad innebär det att arbeta aktivt med värdegrundsfrågor när ett barn exkluderas? Hur kan vi på förskolan bemöta barn som medvetet exkluderar andra? Hur använder vuxna sin makt och hur påverkas barnen och verksamheten av detta? Hur kan pedagoger arbeta med konflikthantering i barngruppen?

    Under skrivandets gång har det dykt upp nya reflektionsområden som har gett mitt dilemma andra perspektiv. Detta skedde till exempel när jag utgick ifrån värdegrundsfrågor och i slutändan hamnade i begreppet mobbning. Att förändra situationen för de två barnen i gruppen har varit drivkraften i mitt skrivande men jag vet inte om de kommer att leka tillsammans i framtiden. Jag som pedagog har fått ny kunskap så att jag kan känna mig säkrare i mitt handlande när jag möter utanförskap i barngruppen.

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  • 199.
    Callert, Robin
    et al.
    Södertörn University, Teacher Education.
    Husén, Kevin
    Södertörn University, Teacher Education.
    Pedagogers uppfattning om barns samtal på fritidshem: En fenomenologisk studie2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, we will be exploring the extended school teacher’s perception of dialogue with children in their work environment. The starting point for this study happened when we encountered Philosophical and Socratic dialogues as a didactic tool in our course “the child's existential questions”. This sparked our interest, trying to figure out how these would look like in the real world, if they were present at all. This study is using a phenomenological perspective, combined with Aristotle's theory of knowledge with the purpose of giving us the tools required for analyzing our qualitative interviews. We will also be using a report from Skolinspektionen regarding the quality of extended school teacher’s work environment from 2010 with the purpose of comparing the results we find in our study against the results they identified. The results of this study concluded that pedagogues often strive for goals that may be difficult to reach, for a couple of different reasons. Also in their dialogues with children they strive for results that philosophical and Socratic dialogues can contribute to. We also learned that the extended school teachers try to teach practical wisdom but with the tools of teaching theoretical knowledge.

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  • 200.
    Camilla, Binnefors
    Södertörn University, Teacher Education.
    Är det meningsfullt med samling?: en vetenskaplg essä om pedagogens makt och praktiska klokhet2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Essän handlar om samlingen i förskolan där jag har utgått från ett dilemma där ett barn blir utskickad från samlingen för att hen inte kan sitta still och behålla fokus. Då jag betraktar denna situation utifrån börjar jag reflektera kring om det är rätt av oss pedagoger att utesluta barn från samlingen. Jag börjar ifrågasätta om samlingen är meningsfull för alla barn och varför vi har samling. Jag blir nyfiken på hur synen på samlingen utvecklat sig i den svenska förskolan från 1830-talet och fram till nu och om barn ska delta mot sin vilja? Mitt syfte med min essä är att ta reda på om jag anser att samlingen är viktig. Samlingen som rutin i vår verksamhet diskuteras och jag vill granska dess betydelse och vilken roll pedagogen har i samlingen. Är det viktigt att alla barn deltar? Jag reflekterar kring om vi kan plocka ut samlingens innehåll och implementera det i andra aktiviteter under dagen. Analysen har tre delar. Samlingens historia, pedagogens roll utifrån Foucaults maktteoretiska tankar och pedagogens praktiska kunskap. Jag lyfter genom mitt arbete upp ett obekvämt ämne då jag skriver om pedagogens makt över barnen. Detta är dock ett ämne som behöver lyftas. I mitt arbete använder jag skrivandet som metod för att reflektera och en hermeneutisk tolkning av min personliga berättelse för att kunna reflektera över förskollärarens roll.

    Det jag har kommit fram till genom mitt arbete är att pedagogen har makt över barnen men att även rutinerna har makt över verksamheten. Pedagogernas makt över barnen kan vara mer eller mindre medveten. Jag kan också se att pedagogens praktiska klokhet har betydelse för hur samlingens utfall blir.

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