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  • 1151.
    Skogholm, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns delaktighet och inflytande: Enkvalitativ studie med fokus på åldershomogena förskolors arbete med barnsdelaktighet och inflytande2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to bring further knowledge into how educators in homogeneous pre-schools work with children's participation as well as their ability to influence their daily school life. The study will also identify what the differences are for different age groups and how educators connect their work with the curriculum. The results have been accumulated by interviewing four educators and a principal in a homogeneous pre-school.

    The results of the study show that the educators believe that it is important for children to participate and have a say in day to day pre-school life. The use of pedagogical documentation is a tool used to help notice every individual child. Through this documentation they are able to adjust their way of working, the education level and the surrounding environment to cater to the children's interests and needs. The results also show that the educators found it easier to include a child's needs and interests when working with children of the same age.

  • 1152.
    Skoglund, Mikaela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Litteracitet hos barn i förskolan: Hur språket kan främjas och intresset för läsning och skrivning väckas2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att undersöka hur förskollärare kan arbeta språkfrämjande med barn i åldrarna 1-5 och hur man genom språkfrämjande aktiviteter kan utveckla barnens språk samt öka intresset för barnets eget läsande och skrivande.

    För att kunna besvara frågeställningarna kopplade till syftet har jag använt mig av den kvalitativa metoden med semistrukturerade intervjuer. Med hjälp av den semistrukturerade intervjun kunde jag ställa mina frågor i den ordning jag kände passade i varje intervju och att jag kunde ställa relevanta följdfrågor. Jag har valt att intervjua fyra stycken förskollärare.

    Mitt resultat har delats upp utifrån tre teman som jag valt att kalla för förskollärarens roll i det språkfrämjande arbetet, språkfrämjande arbetssätt samt arbetet med att väcka barns läs- och skrivintresse. Under dessa rubriker har det framkommit att förskollärarens roll är att kunna ta tillvara på barns egna intressen för exempelvis populärkultur och hur man kan använda sig av detta i språkliga aktiviteter. Förskollärarens roll är också att kunna se och motivera de barn som inte visar spontant intresse kring språket och andra läs-och skrivaktiviteter. Arbetet kring språkfrämjandet är någonting som alltid sker på förskolan. Det har visat sig vara både i de planerade aktiviteterna och i de oplanerade. I arbetet med att väcka barnens läs-och skrivintresse har det beskrivits att boken som redskap och miljön spelar en stor roll för att detta intresse väcks.

  • 1153.
    Skoglöf, Jenny
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Flerspråkiga barns inkludering i förskolan: En studie om förskollärares arbete kring barn med annat modersmål än svenska2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to find out how the children in preschool who have another mother tongue than Swedish are included in the group of children. Being included means that all children in the group are considered as an entirety, which means that no child should be excluded and that diversity promotes learning. I feel that preschool teachers have great responsibility for the children’s situation, that is why preeschool teachers have been focused in my study.

    My empirical study is done with three preschool teachers in three different preschools. An interview with predetermined questions has been made with each one. They where also allowed to talk freely around the questions. Other data collection for the study has been done by reading relevant literature.

    The study takes its starting point in my experiences of a lack of attitude in preschool staff, as well as a mother tongues support that results in excluding the child. The result shows that a conscious approach among the staff exists which promotes the child's inclusion. It also shows that the mother tongue support that children get does not benefit them in preschool.

  • 1154.
    Skånfors, Lovisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns samtal om etablerade relationer, rätt ålder och att vara duktigManuscript (preprint) (Other academic)
  • 1155.
    Skånfors, Lovisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns sociala vardagsliv i förskolan2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overarching aim of the studies in this dissertation is to contribute knowledge about children’s shared social knowledge in their preschool peer cultures, regarding both content and how it is established and maintained.

    An ethnographic approach has been used to study the shared activities of children, aged 3-5, in the preschool. During 1 ½ years, one preschool setting was visited on a regular basis. One hundred hours of observation have been made and documented through video camera recordings and field notes. The theory of children’s peer cultures (Corsaro, 2005), positioning theory (Harré & Langenhove, 1999a) and social representation theory (Moscovici, 2001) have been used as theoretical tools in the analyses.

    The empirical results are presented in four articles (articles I-IV) and are all illustrations of the children’s shared social knowledge. The findings are that children’s shared social knowledge involves two main aspects of knowledge about relations; how to establish and maintain relations vis-à-vis various tokens or social resources (articles III and IV), and how to create distance to relations (articles I and II). Another find is that there seems to be a tension between the children’s social knowledge and the social norms explicitly formulated in the studied preschool context.

     

     

  • 1156.
    Sköld, Sanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Toddlarnas inflytande i förskolan: Sett utifrån ett förskollärarperspektiv2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study is to find out what the youngest children’s, 1-2 years influence at the preschool looks like from a preschool teacher’s perspective. In this study the children will be referred to as toddlers. To get more knowledge on the toddlers influence at preschool, pre- school teachers were interviewed out in their natural environment. The method used for this study was semi-structured interviews. The questions asked in this study were to do with what obstacles and opportunities the preschool teachers can se for the toddlers influence at pre- school as well as the preschool teacher’s experiences when it comes to work with toddlers influence at preschool. Results from this study shows that it is the preschool teachers’ attitude and their view of children that affect the toddlers opportunities for influence. As a preschool teacher one is required to read the toddlers body language and to make sure the environment is designed with furniture and material at toddlers level, as this otherwise can cause obstacles for the toddlers influence.

  • 1157.
    Smajilagic, Denisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kemi i sandlådan: Barns meningsskapande i sandlådan med fokus på kemirelaterat innehåll2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study has a focus on the younger children in preschool, children between one and three years old and their creation of meaning. The aim of the study is to contribute with knowledge about children's creation of meaning in the sandbox in interaction with other children and with a focus on chemistry related content. The method used in this study was qualitative semistructured group interviews and contained an interview guide and notes. The interviewer sat down with the children in the sandbox and conducted interviews. There were two preschools that were visited and one child group at each preschool was interviewed. The result of this study shows that a chemical related content can be distinguished from children's meaningcreation in the sandbox. Conclusions of this study show that the children convey meaningmaking regarding aggregation state, heterogeneous mixture and sand as matter and its properties.

  • 1158.
    Sohl, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bedömning av loggbok: Bedömning av loggbok med en uppgiftsspecifik matris2015Independent thesis Basic level (professional degree), 60 credits / 90 HE creditsStudent thesis
    Abstract [en]

    The purpose of my independent work was to develop and test a task-specific assessment matrix to the students writing logs that occurs in connection with their APL (workplace-based learning). The matrix is based on upper secondary school subject plan House building from The Swedish National Agency for Education and the four courses House building process, House building 1, House building 2 and House building 3 - conversion. Due to the matrix structure, I used the example matrix of Malmö University. The task-specific assessment must both serve as a guide for students in the implementation of the log writing, and in the evaluation of the assessment work. Both students and teachers then get a common assessment tool for evaluation. The matrix has been tested in the activity and then evaluated by both teachers and students through interviews. I have come to the conclusion that the matrix is perceived as clear and useful. I will in my work as a teacher use and further develop task-specific matrices because the result of my independent work shows that it supports and promote students development.

     

    Keywords

    Assessment matrix, task-specific, assessment, writing log

  • 1159.
    Solvang, Lorena
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Haglund, Jesper
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013).
    GeoGebra in physics education2018Conference paper (Refereed)
    Abstract [en]

    In this presentation I would like to discuss some of the implications of using dynamic mathematics software in physics education in upper secondary schools in Sweden. The topic is in harmony with EU's Improving Teacher Quality Agenda (European Commission, 2010), with the Swedish National Strategy for School Digitization, and with enhanced formulations of digitization in the upper secondary school curriculum in Sweden and probably many other countries.Is not enough just to buy computers, tablets or other digital tools in order to increase a pupils’ digital skills. You need to create a good task for the pupils. Previous studies show that the use of digital tools can help improve student outcomes by facilitating more student-active methods and student-active methods lead to better learning outcomes than more traditional methods.Mats Brunström and Maria Fahlgren at Karlstad University have worked to develop computer-based student activities where students are given the opportunity to explore, experiment and resonate in mathematics. The dynamic mathematic program they have used is GeoGebra. Introduced in 2002 GeoGebra has a fast-growing user group with its own forums and own database of applications in mathematics and adjoining areas. We want to explore the benefits of using GeoGebra even in physics education so we have initiated a study where we analyze how pupils from an upper secondary school in Sweden interact with the software. We studied an application where the pupils examine dynamic and static friction by varying the influential variables in a systematic manner. Students worked in pairs and we video recorded the students working with the task we have created for this study. In the video analysis of student interaction, we focus on how the program supports their learning.At the Conference on Education and New learning Technologies we would like to contribute by giving examples of how to use GeoGebra for dynamic visualization in mathematics and physics and exchange ideas about how the program can be used in teaching and didactic research.

  • 1160.
    Solvang, Lorena
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). FUNDIG.
    Haglund, Jesper
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013). SMEER.
    Vad händer när dynamiska matematikprogram används i gymnasiefysiken?2019In: Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13–14 mars 2018 i Norrköping / [ed] Karin Stolpe, Gunnar Höst och Andreas Larsson, Linköping: Linköpings universitet , 2019, p. 133-150Conference paper (Other academic)
    Abstract [sv]

    Regeringsbeslutet från oktober 2017, Läroplanen och Ämnesplanen för fysik i gymnasieskolan poängterar vikten av att inkludera digitala verktyg i undervisningen. Erfarenheter från skolan och didaktisk forskning visar att en ökad digital kompetens inte innebär att endast köpa in datorer, surfplattor eller liknande utrustning. Det krävs också bland annat att vi hittar bra exempel som kan användas i undervisningen och det krävs mer forskning kring användandet av digitala verktyg i undervisningen. GeoGebra, ett dynamiskt matematikprogram, är en möjlig sådan teknik, som har fått stor uppmärksamhet i matematikundervisningen. I denna studie utforskar vi möjligheterna att dra nytta av GeoGebra även i fysikundervisningen och undersöker elevernas lärprocesser under deras interaktion med programvaran. Den här studien fokuserar på hur gymnasieelever använder en fritt tillgänglig GeoGebra-applikation. Med hjälp av applikationen undersöker eleverna parvis dynamisk och statisk friktion då en kraft verkar på en kloss, genom att ändra påverkande variabler på ett systematiskt sätt, i linje med variationsteorin. Vid videoanalys av elevernas interaktion fokuserar vi på hur programmet stödjer deras lärande, till exempel kring förklaringar av friktion på makroskopiska och mikroskopiska nivåer.

  • 1161.
    Spaak, Sofia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Misker Blom, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Vad berättar bilderbokens paratext?: En studie om hur bilderbokens paratext överensstämmer med handlingen i bilderboken2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate what the picture book's paratext tells us. The study focuses on aspects such as whether the cover and the story match, and whether the paratext text gives a true and fair view of the contents of the picture book. The study also includes a gender aspect that highlights whether the paratext is different depending on whether it is a male or female illustrator, and a time aspect based on differences in paratexts depending on the year of publication. The method used to carry out the study is a text and image analysis of ten different picture books for children.The survey shows that the picture book's paratext informs the reader about the action in the picture book as well as how the book of the picture book and the story have been related to each other. The survey also shows that the text of the picture book differs depending on the year in which it is published.

  • 1162.
    Sparlund, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Att arbeta med formativ bedömning: En ny trend eller gammal kunskap?2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ABSTRACT

    This is a quantitative thesis performed within the Master programme in Education Leadership and School Development at Karlstad University. Everyone who works in school organizations can read and benefit from this thesis as the survey concerns the implementation of formativ assessment that began in 2011. The purpose has been to highlight statistical connections, including the connection beteween different teacher categories and  the attitude and work with formative assessment and the connection between education, conditions and appreciation of formative assessment. I have studied an upper secondary school in a medium-sized municipality in western Sweden and my web survey was sent to approximately 300 teachers but only 65 answered the survey, which is a too small amount to be representative.

     

    I have tried to mapp out to what extent the work with formative assessment has changed since the National Agency for Education launched the 2011 reform and the extent to which teachers in upper secondary school work with formative assessment today. The survey showed that many teachers have worked with formative assessment before the reform, but overall, the proportion of formative assessment has increased after the reform. The National Agency for Education initial reform has had the greatest impact on the increased proportion of formal work. The majority of the teachers in the upper secondary school had a positive attititude towards formative assessment as a teaching method.

     

    The study showed a connection between the attitude to formative assessment and to what extent the worked formatively. This is logical since teachers do not work with methods they do not believe in. There is also a connection between the extent to which the teachers have embraced the training, if they consider the have had sufficient conditions and to the extent which they work formatively. The study has shown that there is only one connection between program affiliation and attitude towards formative assessment and that there are not any connections between sex, teacher education and workexperience and attitude and work with formative assessment. The conclusion is that the attitude towards and work with formative assessment is indivual based. The main reason teachers did not work formatively was the lack of time and it means that the project have been implemented without solving the practical problems first.

  • 1163.
    Spångberg, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Surfplattan i förskolan.: Hur pedagoger anser sig arbeta med surfplattan i förskolan.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how teachers believe that they are working with ICT , information and communication technology, in preschool. The aim was also to investigate whether teachers would somehow like to develop the work with ICT . In this study, interest is directed onto tablets. The method used to find answers to the survey questions are qualitative interviews , interviews were conducted with eight teachers from two kindergartens. The results of the study will be visible to the teachers working in different ways and have different visions of how they want to develop the work with these tablets. The result shows that all participating teachers in the study used the tablet as a tool to develop children's language , it does however vary among pedagogues how it is used for example for documentation and games and more. A majority of the teachers wanted to develop work with the tablet device in a way that it is used more for documentation, the teachers also wanted the kids were able to document more. Dealing with images , search for information , make films and connect your tablet to a projector are other things that the teachers would like to be doing with your tablet.

  • 1164.
    Staf, Jonny
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledares uppfattning om de statliga målen för skolan: En kvantitativ studie om skolledares uppfattning och prioritering av de statliga målen2015Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    Abstract

     

    The purpose of the study was to ascertain the school leaders knowledge and priorities of the national goals for their school system respectively and how they declare that they and other operators within the local school system, give priority to the goals. In order to answer this question at issue, a web-based questionnaire was performed among school leaders in a fairly large municipality in Sweden.

     

    My result shows that the school leaders have good knowledge of the national goals for the school system where they operate, but they experience that other actors have less knowledge of these goals. Furthermore, the school leaders declare that they give priority to the national goals to a high degree, but not more than other goals, while they experience that other operators do not prioritize the national goals to the same extent.

    The other actors in this context are school staff, school heads, responsible local politicians and municipal principal organisers. Those who prioritize the national goals the least are the local politicians, according to the school leaders. The result indicates that local goals sometimes are more prioritized than the national goals, instead of using the national goals as a criterion and subordinate the local goals.

  • 1165.
    Stanikzai, Razia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Parental Involvement in Children's Education: A Gendered Perspective2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    The importance of parental involvement as an enabling factor in children’s education is well evidenced. Teachers have a critical role in facilitating or hindering parents’ involvement in their children’s learning. The research project provides an analysis of what teachers view as parents’ role in their children’s education with an emphasis on gender-differentiated involvement. It also discusses the barriers to parents’ involvement as well as explores whether teachers understand the importance of two-way communication between teachers and parents and the possibility of instituting such communication. The findings illustrate that teachers are well aware of the importance of parental involvement in their students’ learning. Teachers locate at-home support for children within the sphere of mothers’ role and consider support for children’s learning at other settings such as school and community as part of fathers’ role. In terms of who should participate in mechanism such as School Management Shuras(SMS) or who the teachers should contact for communication about children’s learning experience at school, findings clearly indicate that teachers attribute this role to fathers. However, there are positive variations in the views of teachers in urban setting as well as those of female teachers who consider parent-teacher communication as the role of both fathers and mothers. Furthermore, the reasons for which teachers contact parents are largely with regards to issues such as child’s absence and problem with behaviors and performance. Inviting parents through SMS or calling them through phone were the ways selected by teachers to contact parents. The research identifies the need for schools to proactively encourage parental involvement through making the existing structures such as SMS more active and equally accessible to both mothers and fathers.

  • 1166.
    Stark, Lina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers föreställningar om barns inflytande i förskolan: Villkor och möjligheter2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to provide knowledge about the teatcher´s conceptions of children´s influence in preschool. To examine this, I have used a focus group of five teachers. Through a group conversation the participants have deepened into the subject children´s influence. It was an unstructured interview so that the participants´ opinions and thoughts could be expressed. The result of the study shows that the children´s influence in preschool is conditional by the teacher´s different ways of looking at influence. For all children to get possibilities to influence the teachers needs to adopt a more relational perspective and see to each children´s needs and preconditions.

  • 1167.
    Stende, Mikael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Uppfattningar om rektorers pedagogiska ledarskap: En kvantitativ studie av uppfattningar om rektorers pedagogiska ledarskap2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this study is to analyze principal´s pedagogical leadership and how principals and teachers interpret it. The studies research questions were about surveying and comparing the understanding of the term rektorns pedagogiska ledarskap. Research shows analyze principal´s pedagogical leadership is important for school results. The surveys method has been a poll.  There were 53 respondents who have answered the survey.

    The survey was sent to three different schools. The informants were chosen from the same schools, because they were supposed to work on the same function. Two versions of the survey were made, but with the same questions. One version was directed to principals and the other was directed to teachers. The difference between the two polls was the formulations. The questions were constructed as statements, which the respondents were supposed to take a stand to.

    The result shows that the collegial conversation and learning have an important function, showing both previous research and the outcome of the study. Besides, it is important that the principal creates the conditions for a clear communication structure.

  • 1168.
    Sthyr, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Maktutövande i samband med förskolans pedagogiska måltider.: En beskrivning på hur det kan tas i uttryck på en förskoleavdelning.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1169.
    Storm, Angelica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns tankar om växande och icke-växande: Semi-strukturerade intervjuer med förskolebarn för att synliggöra vad de tänkte om det som växer och vad som behövs för att växa.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is about children´s thoughts on what is capable of growth and what does not, as well as what is needed for these things to grow. My survey has been carried out in three different preschools with children who are four and five years old. My purpose is to create more knowledge about children's perceptions of what differentiates growing from not growing. My aspiration is to make it visible what the children's thoughts is about what it means that something is growing and about what is needed for anything to grow, in order to provide preschool teachers with an increased understanding of the thoughts and experiences children may have. In my research I have used semi-structured interviews. During the interviews I showed the children a toy-car, seeds, leaves, twigs, balloons, rocks, ants and pictures of fire, the sun and the earth. My interview questions emanated from these things. The children used their previous experience and past knowledge to determine if these things were growing or not, this led to the fact that their opinions often parted. The children agreed with each other that humans, seeds, leaf and twigs could grow. They explained that they had memories of themselves as shorter before and that they had also planted seeds. The children also agreed upon that the earth and toy car wasn’t able to grow. None of the children had seen a toy car or the earth growing and they explained it by saying these objects were unable to. When it came to the sun, fire, ants, rocks and balloons they had different experiences and therefore different opinions. One child remembered a large rock which it had climbed upon and draws the conclusions that it must have grown. Another child had observed the sun as bigger in the sky and therefore thought the sun could grow. To have awareness of what knowledge children already have and in which ways children can interpret their own knowledge is important for preschool teachers in order to be able to meet children where they are and help them gain greater knowledge and understanding in the area.

  • 1170.
    Storm, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Jag vill vara inspiratör, katalysator": En studie om kemi i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to identify how teachers work with chemistry in preschool. In order to examine this, qualitative interviews was used as a method of investigation. The study is based on five preschool teachers' stories about this subject. An analysis of the interviews shows that teachers seek to coordinate the activites related to chemistry with other actors in preschool. The activities are done with concrete tools and conversations about phenomenas that occurs. The results also shows that preschool teachers use organic materials like water. A more conscious use, however, could lead to even better conditions for children to capture the knowledge of chemical processes. This study also shows the importance of further education in natural science for preschool teachers, in order to make the integration of the topic chemistry more appealing and more useful at this level.

  • 1171.
    Strandlund, Beata
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns inflytande i förskola och förskoleklass: En studie om förskollärares uppfattningar om barns inflytande i förskola respektive förskoleklass2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1172.
    Ström, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Människokroppen i förskolan: En studie om hur förskollärare arbetar med människokroppen på äldrebarnsavdelningar i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur förskollärare arbetar med människokroppen i förskolans äldrebarnsgrupper, 3 till 5 års ålder och vilka läroplansmål de kopplar till detta arbete. Metoden som användes var semistrukturerade intervjuer med ett förutbestämt frågeschema. Jag intervjuade sex förskollärare. Resultatet blev att arbetet kring människokroppen var nästintill enbart utformat utifrån barnens egna frågor och funderingar. Jag fick även reda på genom intervjuerna att arbetet kring människokroppen finns där men ett medvetet tankesätt kring det saknas. Både forskning och Läroplanen för förskolan (2016) stödjer att naturvetenskap, mer specifikt människokroppen, bör finnas som ett arbetsområde i förskolan.

  • 1173.
    Ström, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barns delaktighet i samlingen: Hur görs barn delaktiga i samlingen på förskolan?2019Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    The aim of this research is to better understand children´s participation in the circle-time. The data has been collected through five observation periods at a preschool with children between the age 3-5. The collected data has been analyzed with Shier (2009) pathways to participations. The pathway consists of five levels. The results in the research showed that the preschool teachers reached three levels of Shier´s pathways to participation. It also showed that the preschool teacher´s often made the children participants of the circle-time and used the children´s initiatives when it was possible.

  • 1174.
    Strømnes, Sofia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Sniglar har mycket friktion fröken!: En studie av samspelets betydelse för lärandet i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to observe in which way educator´s interactions with children stimulate the learning process, in this case of the study about friction. How does the interaction between preeschool teachers and children affect and stimulate their curiosity to learn? The study was conducted with a preschool teacher and 6 children between the ages 4-6 years. The preschool teacher planned an activity that involved separate ways to learn about friction and performed this with the children. The chosen method of the study was a qualitative non-participation observation and an open interview with the preschool teacher. The result shows that interaction play an important part in children's learning processes, that by confirming and sharing knowledge with others in a social context, it is also easier to ask questions and explore the phenomenon of friction. The study shows that when an educator is active and present, cooperation between children-children but also children-educator increases, and it gives the children an increased understanding of the learning object

  • 1175.
    Sundberg, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barn med diagnosen ADHD: En studie om definitioner och bemötande2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my study is to examine which experiences pedagogues, who work or who have worked in pre-school class, have with the diagnosis ADHD (Attention-Deficit/Hyperactivity Disorder). The aim is also to examine how they relate to children with the diagnosis. The method I used was qualitative interviews with three pedagogues. I chose this method because I thought that it was the most suitable for what I wanted to examine and find out, which, in this case, are definitions for ADHD and treatments. The result of the study shows that difficulties with attention is one characteristic feature of the diagnosis. All pedagogues also thought impulsivity and concentrations difficulties were seen as definitions. Interacting with other children was also seen as a difficulty, which appeared in the results. Being clear and consistent when interacting and the use of own schedules for children with the diagnosis, all pedagogues thought was good. Being extra clear. Having good relations to children with the diagnosis, was also considered an important aspect.

  • 1176.
    Sundholm, Linn
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Återkoppling i skilda världar2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate the perceptions about feedback amongst students and teachers at an upper high school. The study has its foundation from the works of Hattie and Timperley and from Gibbs and Simpson. The latter has developed Assessment Experience Questionnaire (AEQ). Hattie and Timperley have developed four feedback levels, that in diverse ways affect the student’s ability to use the teacher’s feedback in a positive way. The feedback levels are; on task level, on process level, a selfregulated level and on a person level. The last one is the worst, in respect of student’s learning, and can be counterproductive to student’s ability to develop lifelong study skills. The level that is the best one, in respect of student’s learning, is on self-regulated level.  The method used in this study is through a quantitative questionnaire and through a pragmatic onset that has an interpretive construction and analysis.  The result of the study shows that teacher’s and student’s share the perception of feedback as something teacher and student talk about. There is a variance and nuance as to what defines feedback. Student’s are given feedback from their teacher at the highest level from Hattie and Timperley (2007), on a self-regulated level. Both student and teacher agree on the definition of feedback as when the teacher has a conversation with the student about his or her situation in a subject.

  • 1177.
    Sundin, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Det är ju ytterligare ett rum på förskolan, ta vara på det!": En kvalitativ studie om förskollärares uppfattningar om hur de förhåller sig till utomhuspedagogiska aktiviteter i sin dagliga verksamhet.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to study preschool teacher’s perceptions of how they relate to outdoor education in their daily activities.

     

    The study was completed with qualitative interviews with 4 preschool teachers working in a big city and they have a varied access to their own pre-school yard and different qualifications to perform outdoor educations. The participants have been working in preschools between 2 -18 years.

     

    The results are presented based on the studies two questions of issues and shows that all 4 participants consider that they perform good outdoor education in one way or another. They mean that they plan their outdoor activities spontaneous and based on the influence of the children and their interest. In outdoor education, the teachers have a big roll. They need to be absent, openminded in their roll and become co- researchers with the children. In the results you can see that you don’t need your own pre- school yard to have a good outdoor education. If you let the children discover their local environment and visit museums or other places, makes the education more meaningful. All four pre- school teachers agree that the outdoor space is important, and it should be used as an extra room at the pre-school, with a yard or not, that you have to take care of.

  • 1178.
    Sundin, Martina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolebarns syn på genus: Hur påverkar det val av aktivitet?2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe preschool children’s view of gender to find out how this affects their choice of activities. To examine this I have implement group interviews and observations of children in the age of 3-5 years.The result show that children don’t describe gender as something in particular and that they don’t feel constrained by their gender in any way, but under free play they still choose activities that can connect with their sex.

  • 1179.
    Sundin, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Måltidspedagogik i förskolan: En kvalitativ studie om förskollärares syn på och förhållningssätt till måltidspedagogik.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to study preschool-teachers approach to and view on meal education in the everyday life in preschool. The study brings up different experiences that indicates on unaware knowledge about the subject.The study was completed by semestructured interviews with five preschool-teachers from a small town. They were working both in the countryside and in town. The participants had been working in preschools for about 23-35 years.The results are presented based on the studys three issues and shows that the meal is the time of the day were you talk about everyday things and also put in some educational aspects. The participants also means that the approach is very important but that meal education is new and unexplored. Despite that, many answers indicates that there’s an internal knowledge about meal education that shows in the everyday life in preschool.

  • 1180.
    Sundler, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Användande av ljudböcker respektive högläsning på förskolan: En studie av pedagogers arbete och erfarenheter2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how a selected group of educators work with and experience the use of audiobooks and read-alouds at preschool. The study is focused on how educators reflect about and work with audiobooks and read-alouds and whether there has been any change in the use of audiobooks at preschool, with the increasing popularity of audiobooks in society. The study rests on interviews conducted with a total of four educators from two preschools. The results show that the educators believe that read-alouds are an important part of children's language development, while audiobooks are seen as a complement to the read-alouds. The result also shows that audiobooks are rarely or never used in the preschool activities while read-alouds are taking into practice at least once a day, often more.

  • 1181.
    Sundquist, Ellen
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Språkutvecklande miljöer i förskolan: En studie om hur barn tillägnar sig språket genom ökat samspel2014Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to create an environment that stimulates children’s communication via language in a preschool called “The Flower”. The environment should encourage and challenge the children to interact and communicate more with each other. That in turn will further the children’s language acquisition. The method for this study was ethnographic observations and dialogues with the teachers. A physical change was completed in the environment at “The Flower”. In the part of the Result four targets for the change in the environment is presented. The change in the environment is also described in the Result. The Result in this study shows us that a change in the environment can favor the children’s language acquisition. It also gives a positive effect on the children. The result also shows that the teacher can favor the children’s language acquisition with material and artefacts.

  • 1182.
    Sundquist, Mette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Begränsande och möjliggörande faktorer för undervisning: En intervjustudie om förskollärares förståelse för undervisningsbegreppet.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this study is to make limiting and enabling factors for teaching in preschool visible. The study assume from an ecological of human development theory and a fenomenographic method with a thematic course. The study is built on preschool teacher´s understanding of the teaching concept. The result shows that preschool teachers strive for prerequisites to implement and carry though the teaching. Result also shows that preschool teachers strive for an equivalent preschool. Preschool teachers consider that teaching is a right that all of the children have. The result shows that preschool teachers strive to get all the children the same possibilities and opportunities to grow and learn.

  • 1183.
    Sundqvist, Karin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Näslund, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Miljön och materialets betydelse när sex Reggio Emiliaförskolor presenterar sin verksamhet: En retorisk analys av sex förskolors hemsidor2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to conduct a qualitative rhetorical analysis of websites where Reggio Emilia-inspired preschools present their pedagogy to gain increased knowledge of the content that is written, focusing on the environment and materials. The environment is important in the Reggio Emilia pedagogy and they are convinced that the environment is of great importance for children's play, interaction, and upbringing into a democratic society.

    Rhetorical text analysis examines how the schools present their activities on their websites and how the environment and material the preschools use in their activities emerges in their presentations. With the help of three research questions, we find out how the pedagogical materials used in their pedagogical activities appear and how they describe the different environments at preschool. What material do they present and how it is presented, do they describe specifically what material they use, or do they only give a general description. Do they consider the recipient's experience and background in the presentation? We use rhetorical text analysis according to Lennart Hellspong and the Reggio Emilia pedagogy to find out how well they have phrased their presentations, we have used rhetorical analysis also to analyze the images that are included in the presentations. We investigate how the transmitter's ethos, character and personality, appear in the text. How the text affects the recipient's emotions and thoughts, pathos. We look at how the transmitter uses language and thinking, logos, as a compelling, persuasive, tool. We examine the child perspective that emerges, if the children are also assigned ethos and pathos through the text and how the educator's role and relationships appear in the text.

    The result shows that there are very few preschools that present their pedagogical activities at all on their website. Among the few who do, it varies a bit how they do it. Some use many images to supplement the descriptive text of the presentation of their material while others do not show any images at all. Some preschools specifically describe the different materials used, while others use collective names such as natural materials. The result shows that all the presentations we analyzed describe parts of the Reggio Emilia pedagogy but only about half of the preschools use concepts that are typical of pedagogy such as "the environment as the third pedagogue", "the competent child" and "the hundred languages".

  • 1184.
    Sundqvist, Lars
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Definerade kunskapskrav: Ett verktyg för kunskap?2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine the awareness among upper secondary students, and knowledge requirements for two different subjects in a Swedish school. In the Swedish school system, Swedish students’ are tested against specified knowledge requirements, which are correlated to the grades. I wanted to study if there was any difference between how knowledge requirements are being used in the subjects of Swedish in correlation to Mathematics, and if the students experienced and perceived that their awareness about the knowledge requirements may have an impact on their grade. The study is a quantitative investigation, among upper secondary students in the second and third year, in an academic preparatory upper secondary school. Most of the students were about 18 – 19 years old, when the material was gathered. The result of the study shows that the teachers who are teaching Swedish are more prone to assess the knowledge requirements to their students compared to those that teach Mathematics. The study shows that this fact does not produce any discrepancy among the students. The students do not experience that knowledge and understanding of the knowledge requirements influence their grade in a positive way.

  • 1185.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Classroom vs. extramural English: Teachers dealing with demotivation2013In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 7, no 6, p. 329-338Article in journal (Refereed)
    Abstract [en]

    The present article explores challenges facing EFL classrooms in Sweden due to new informal out-of-school language learning settings created by the current media landscape. A recent Swedish national evaluation identifies that a problematic situation in secondary school EFL classrooms has emerged. EFL teachers find it difficult to bridge the gap (cf. Olsson 2011) between the English used in school and the English used outside of school, extramural English (Sundqvist 2009). As a consequence, the pupils (aged 13–16) become discouraged and demotivated. Based on experiences from language teaching methodology in-service training programs and a small-scale survey, the article discusses the problem with demotivation, the empowerment of EFL teachers, and the development of teaching practices in order to meet the new challenges. The article argues that the challenges that Swedish EFL teachers currently meet can be viewed as an early indication that similar challenges are likely to emerge also in EFL classrooms elsewhere.

  • 1186.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Engelska på fritiden och engelska i skolan: en omöjlig ekvation?2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, ISSN 1653-1868, no 1, p. 53-71Article in journal (Refereed)
    Abstract [en]

    The present article explores challenges facing English language classrooms in Sweden and elsewhere due to new informal out-of-school language learning settings created by the current media landscape. The article also discusses the empowerment of teachers and teachers’ perceived ability to bridge the gap between the English used in school and the English used outside of school (extramural English) in various activities (blogging, playing digital games, watching TV/films etc.). Generally young people engage in extramural English activities on a voluntary basis and because of a specific interest; that is, they do not commonly do it for the purpose of language learning. As a consequence, they may become discouraged and demotivated during English classes in school. After an extensive literature review about motivation/demotivation in second language learning in general, and the current media landscape in relation to English language learning in particular, this article discusses problems with learner demotivation, the empowerment of teachers, and the development of teaching practices in order to meet the new challenges. The discussion draws on the authors’ experiences of in-service training programs (related to language teaching methodology) and on the results of a small-scale survey carried out among English teachers participating in Boost for teachers (Lärarlyftet).

  • 1187.
    Sundqvist, Pia
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Universitetet i Oslo.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Källkvist, Marie
    Lunds universitet; Linnéuniversitetet.
    Fredholm, Kent
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Dahlberg, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever2019In: Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018. / [ed] Ljung Egeland, Birgitta; Roberts, Tim; Sandlund, Erica; Sundqvist, Pia, Karlstad: Karlstads universitet, 2019, p. 19-41Chapter in book (Refereed)
    Abstract [sv]

    Under ASLA-symposiet hölls för första gången ett panelsamtal om forskningsbehov i språkämnena där lärare, språkforskare och gymnasieelever deltog. I detta kapitel situerar vi idén med panelsamtalet i studier av lärares roll i och för den praktiknära skolforskningen. Vi redogör för några modeller för samverkan mellan lärare och forskare och diskuterar identifierade framgångsfaktorer i praktiknära forskning. Vi redogör också för KIPPS, det samverkansprojekt som möjliggjorde panelsamtalet och den satsning på praktiknära skolforskning som det statliga ULF-avtalet möjliggjort. Vi diskuterar sedan de tankar och idéer som lyftes i panelsamtalet i ljuset av aktionsforskning, lärares forskningsengagemang samt behovet av ömsesidigt kunskapsutbyte och lärande. Slutligen ger vi några förslag till vägar framåt för tillämpad språkvetenskap och praktiknära forskning och ASLA-föreningens möjliga roll i en sådan utveckling.

  • 1188.
    Sundström, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Musik i förskolan- ett verktyg för bättre sammanhållning i barngruppen?: En studie om pedagogers syn på musikaktiviteters betydelse för barngruppen.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this study is to inquire how a number of active preschool teachers use music in their daily work with children. It also looks at the meaning they think music can have to the whole group of children, especially in terms of solidarity and interaction in the group. In order to study this I chose to use questionnaires as the method. These questionnaires consisted of open questions to enable longer answers from de participants in an effort to hear their thoughts and get their point of view. The result of this study shows that all of the participants seem to have good experiences from musical activities with the preschool children. They all state that they think music has a significant meaning for solidarity and interaction in the children´s group. Many of the participants also seem to connect music with other subjects, such as development of language, communication, movement and feelings. To understand the data gathered from the study I used the theory of developmental psychology and also the sociocultural perspective.

  • 1189.
    Sundén, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolans pedagoger om hållbar utveckling: Det konkreta arbetet med hållbar utveckling i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this research is to find knowledge about how the educators work with the practical implementation of sustainable development in preschool. The study will show us how the educators give substance to the concept. This study will proceed from the intra-active perspective and give more visibility to interplay between humans, artifacts, materials and the natural environment.

    The method used in this study is interviews with educators in preschool. By using interviews the received data has been full of useful details.

    The result shows that kids with daily intra-action receive knowledge and a desire to learn more.  The concept of sustainable development will become concrete by having access to the natural environment and artifacts. Intra-action will generate to discussions between humans. The educators in this study and in others have managed to show us how the children find knowledge through the use of concrete material. The result clearly demonstrates that activity and interaction leads to discussions and a choosing in viewpoints and interests.

  • 1190.
    Suomela, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pojkar får också leka i flickors lekutrymmen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of the essay is to examine the discourses that become visible when South African teachers talk about preschool children, viewed from an equality perspective.

    The theoretical framework for this essay is social constructionism.The data collection is made with a qualitative semi-structured interview method. My analysis of data collection is done through an incomplete Foucault inspired discourse analysis.

    The result shows several discourses that become visible when the teachers talk about preschool children. Due to how the teachers talk, due to what words they use, opposite discourses become visible, partly discourses based on traditional gender roles but also discourses based on gender equality. Teachers work is based on the desirable discourses, but the work is a struggle because they themselves are partly bearers of discourses based on traditional gender roles.

    The teachers hold the power in preschool; they have the possibility to influence children’s view of gender equality.

     

    Keywords

    Preschool, South Africa, gender equality, gender, children

  • 1191.
    Svantesson, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärarens roll i barns lek: En studie om förskollärares syn på sitt deltagande i barns lek2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to gain knowledge about how teachers in preschool regard their participation in children's play. Through this study you will get an insight into how teachers' involvement affects children's learning. I have chosen to look at the study from a socio-cultural perspective.

    The study is based on qualitative interviews with four pre-school teachers.

    The result shows that teachers believe that it is important to attend in children's play to support, challenge and develop their play. One sees that teachers take different roles based on the needs of the children’s group, such as actively participate in the play, being a supportive teacher, serve as inspiration or to be an observer. This result also shows that by participating in children’s play, sometimes the play becomes a subject of teachers' control when the educator consider that some plays are better suited than others in pre-school.

  • 1192.
    Svedberg, Helen
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Inkluderande undervisningspraktiker: En intervjustudie om några grundskollärares syn på sitt arbete för inkluderande undervisningspraktiker2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 1193.
    Svenberg, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärande om kost och hälsa - en rättighet för barn i förskolan?: En kvalitativ intervjustudie2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work was written within the framework of the theme of democracy and children's rights. The purpose of the study was to contribute with knowledge of preschool teachers' thoughts on and pedagogical work with meal situations in relation to diet and health. As many of Sweden's children go to preschool, the preschool becomes an important arena for children at many different levels, among other things when it comes to pedagogues pedagogical work with meal situations. The method used to answer the purpose was qualitative interviews. The result shows that preschool teachers see the meal situations as a learning opportunity and as an opportunity where the children get opportunities to learn more about diet and health. The result also shows that the preschool teachers' work on meal situations, in relation to diet and health, is very much about motivating the children to dare to taste new and "foreign" food. This work, in turn, may be aimed at promoting good eating habits in the children. The result also shows that there are some opportunities and challenges in the pedagogical work with the meal situations in relation to diet and health. The possibilities were about creating the conditions for an even better work with learning about diet and health. The challenges were about meal situations as a stressful moment, about unclear roles and about a lack of cooperation between preschool educators and chefs.

  • 1194.
    Svensson, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Samsyn kring uppdraget om extra anpassningar och särskilt stöd: Vilka mönster kan identifieras i uppfattningarna hos mentorer, lokala elevhälsoteam och skolledare?2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous research shows that there are shortcomings in the consensus and collaboration among school personnel, a success factor for high achievement in primary school (Nilholm & Göransson, 2013; SOU 2010:95; www.skolinspektionen.se; m fl). Mentors, local student health teams and school leaders are those responsible for the education of students with different qualifications. The degree of consensus between these actors is therefore interesting. The purpose of this study has been to identify and describe any patterns of mentors' , local student health teams' and school leaders' perceptions about additional adjustments and special support, based on the questions of reasons for different actions, who/which is responsible for action and reasons for lack of action.  A total survey in a municipality has been conducted via online questionnaire and quantitative multivariate analysis. The starting point has been the social constructivist theory of context-dependent learning with others, and a relational perspective on school difficulties.  

     The study shows that the greatest consensus is about the fact that not all students in need are given sufficient support, and that time to work for these students is lacking in staff schedules. Some consensus is also about which students should receive support, but less so regarding which staff should perform it. The study has also shown that a relatively large proportion of respondents perceive lack of consensus with colleagues regarding interpreting the needs of pupils, determining appropriate actions and bringing them into action, while all three groups largely agree that themselves rarely or never lack of expertise regarding just that;  interpreting the needs and determining/performing measures. 

     The results show that consensus and collaboration need to be developed within schools through strategic contacts. Based on the results and theory, the discourse should be about assignment, perception of difficulties and concerted strategies for greater inclusion, participation and achievement.

  • 1195.
    Svensson, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Inkludering och barn i behov av särskilt stöd i förskolan: En kvalitativ studie utifrån förskollärares perspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the present study is to investigate preschool teachers' perceptions about how they work with responding to children in need of special support as part of the preschool's inclusion work. The study further includes what resources are available in the preschool to make the best possible for children in need of special support. The study is based on which working methods preschools use when including all children in preschool activities. The design of the environment is important for inclusion in the business.

    This study is based on a qualitative method with interviews as a way of gathering data material about the inclusion of children, even those in need of special support from legitimate-preschool teachers. It is based on interviews in five different communes to see differences and similarities between what resources and working methods the preschools have available to work with including all the children.

    The results indicate that it differs between the preschools for their resources and how they work with children in need of special support to include all children in the activities. There are differences in what the informants think about what children in need of special support are and some point out that it can be whole families that need support. All informants also explain about the design of the environment and how important it is in their work of including all the children. What all five preschools have in common is that they have special pedagogue available for their preschool teachers. The views that the data material is analyzed from are theories intersectional perspective and socio-cultural perspective.

  • 1196.
    Svensson, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”Första gången man får gensvar, första tecknet tillbaka, jag bara ryser när jag tänker på det”: TAKK och GAKK som språkstimulerande verktyg i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how preschool teachers work with an argumentative and alternative communication (ACC) and the importance of language tools for children’s language development. The study also aims to illuminate how the work with ACC is visible in the preschools physical activities and in the documentations as well as the importance it brings. To receive adequate information, interviews were held with active educationalist on how they observe ACC as stimulating tools for language development, if there are any differences in the use of language support depending on different situations and how the active work with language support is noticeable. The results among the interviewed preschool teachers shows a positive attitude towards the use of language support and that the methods are helpful and useful when educating the children. Results also shows that there is a common thread in the documentation work that extends from the work in groups with children in preschools up to the preschool managers.

  • 1197.
    Svensson, Isabell
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tillgänliggöra tidsbegrepp: En studie om hur förskollärare kan hjälpa förskolebarnen till en bredare förståelse av tidsbegrepp2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a study about how preschool teachers is helping preschool children to a broader understanding about time concepts. I wanted to increase knowledge about this problem because preschool children’s understanding of time concepts are limited. I interviewed four preschool teachers to find out which tools that was most frequently used to help preschool children to a broader understanding of time concepts. All preschool teachers realized that they worked with time concepts in their work much more than they first thought. The results showed that tools like egg timer, hourglass, body language, digital and analog clock, schedule and pictures were the most common tools used by preschool teachers. The conclusion of this study is that these tools, in tandem with the verbal language, are the tools that preschool teachers is using to help preschool children to a broader understanding of time concepts.

  • 1198.
    Svensson, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns inflytande, delaktighet och integritet i den pedagogiska dokumentationen: Ur ett förskollärarperspektiv2015Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of this study is to retrieve knowledge about how teachers in the preschool talk about children’s participation and influence in the work of pedagogical documentation, and what they think about children’s integrity associated whit it. I have used qualitative interview as method, and I have interviewed five teachers from four different preschools. The result from my study shows that the teachers don’t see so much of children’s participations and influence in the work of pedagogical documentation. One contributor to that they think is the less of time. The teachers however, would like to let the children take more part of and have more influence in the documentation. They also believe that documentation cannot be pedagogical until you’ve done something whit it. When it comes to children’s integrity in the pedagogical documentation, the teachers feel like they don’t see to it as much as they should do. The teachers have a clear view on what pedagogical documentation is and how children’s participation and integrity should be in it, but they aren’t there just yet.

  • 1199.
    Svensson, Josephine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vad är det här för låda? En Balthazarlåda!: En intervjustudie om pedagogers uppfattningar kring arbetet med färdigdefinierat material innehållande kemiska experiment.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate pedagogues’ apprehensions of working with “The box of Balthazar” as an already defined material containing simple chemical experiments. The defined material, “The box of Balthazar” includes experiments about water’s state of matter and density, material for the experiments as well as explanations to the experiments. Through individual semi-structured interviews, the answers to the following questions have been sought: What thoughts have the pedagogues to work around with an already defined material, a box with simple chemical experiments? What advantages and/or disadvantages do the pedagogues see to work with an already defined material in pre-school? What thoughts do the pedagogues have on the already defined material as a source of inspiration around the work with chemistry in the pre-school activities?

     

    The result shows that the pedagogues have worked with “The box of Balthazar” in different ways, either through the children’s interests or in order to get the children interested in chemistry. All of the pedagogues see a lot of benefits in the daily activities when working with the box. However, they emphasize the need of an introduction of the box before working with it, as all of the pedagogues claim themselves to lack prior knowledge of chemistry in pre-schooling. None of the pedagogues saw any disadvantages with working with chemistry by using “The box of Balthazar” in the pre-school activities but that it rather was an inspiration to work more with chemistry with the children at the pre-school.

  • 1200.
    Svensson, Linnea
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pedagogers syn på barns inflytande i inomhusmiljön: En studie om hur pedagoger belyser arbetet med barns inflytande i inomhusmiljön2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose and question formulations: The purpose of the study is to enlighten how the teachers describes their work with the kids and their influence in indoor environment at preschool.

    1.     How are the kids involved with the work about indoor environment?

    2.     How does the teachers demonstrate the kids influence in indoor environment?

    3.     How much importance does the teachers think that indoor environment effects the kids teaching and development?

    Method: The method which is use is qualitative and the empirical material was collected through semi-structured interviews. In the study it was three participating respondents who all were educated preschool teachers. They were allocated at two preschools in a town in middle of Sweden. The results were analyzed with help from former research and philosophy of Reggio Emilia.

    Result: The results shows that the teachers thinks that environment has a big impact consider teaching and development. However, the focus today is more observing what interests the kids have and shape the environment after that, rather involving the kids in the process.

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