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  • 151.
    Björfeldt, Emmy
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Estetikens betydelse för barns lärande i förskolan: Förskollärares arbete med estetik i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how preschool teacher looks at aesthetics and how they are using the aesthetics of everyday activities. As a method I have used a qualitative interview form, and I interviewed four preschool teachers. My study is based on a socio-cultural perspective with the direction of Vygotsky's theory of the child's interaction and learning.

    The results showed that preschool teachers who participated in my survey agreed that the aesthetics and the aesthetic forms of expression are important for children's learning. That offers all kinds of aesthetics and all sorts of materials and the chance to give an expression of what you think is fun is important for my respondents.

  • 152.
    Björk, Emil
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bildverksamhet som estetisk läroprocess: Bildverksamhetens betydelse för den pedagogiska verksamheten i en Syfafrikansk förskola2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 153.
    Björk, Therese
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skogsmiljön i förskolans verksamhet: En kvalitativ undersökning om hur förskollärarna använder skogen som ett pedagogiskt rum i förskolans verksamhet2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In a science way of working, pre-school teachers must explore, observe and ask questions together with the children beacause that is how children learn to search new knowledge about the outside world. The teachers in pre-school must be good role models and try to create a positive attitude towards science. It is important the teachers have an encouraging, exploratory, investigative and a positive approach to science. The purpose of the investigation was to see how pre-school teachers worked with children in the forest and how this coinsides with general pre-school activities. Qualitative interviews were conducted on two pre-schools as well as observations in the forest. The results show the pre-school teachers have undertaken investigative and exploratory methods with the children, by following their interests. This shows pre-school teachers should have a basic knowledge along with understanding of the forest to be able to answer any of the childrens questions. Results from the observations and interviews show the children develop important motor skills from learning in the forest

  • 154.
    Björndahl Svensson, Jennifer
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Betydelsen av biologiska aktivitets- och experimentmaterial i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to gain greater knowledge of how preschool teachers and children using an experimental- and activity box in biology. To find this out, I have used the participant observation method and semi-structured interviews since my study is qualitative. The result of the work led to a greater understanding of the biologybox. It was shown that preschool teachers' involvement is very important for children and that the biologybox contained good and inspiring materials. Although educators desired that there was more material to choose from as well as the usage time of the biologybox should be longer than 3 weeks.

  • 155.
    Bladini, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Naeser, Monica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att kvalificera ett samtalsuppdrag: Om ett utvecklingsarbete i speciallärarprogrammet2013Report (Other academic)
    Abstract [sv]

    I denna rapport redovisas ett utvecklingsarbete som genomfördes vid speciallärarprogrammet vid Karlstads universitet läsåret 2010/2011. Enligt examensordningen är en av speciallärarens arbetsuppgifter att vara en kvalificerad samtalspartner. Vad som menas med kvalificerad samtalspartner är upp till varje lärosäte/ varje speciallärare att själv fylla med innehåll.

    Syftet med rapporten är att beskriva ett utvecklingsarbete och de erfarenheter som gjordes och därmed sätta ord på delar av speciallärarens yrkeskunnande som kvalificerade samtalspartners. Utvecklingsarbetets övergripande syfte var att pröva dialogseminarieformen för att fördjupa speciallärarnas yrkeskunnande i deras uppdrag som kvalificerade samtalspartners. Eller uttryckt med andra ord kvalificera ett samtalsuppdrag.

    I arbetet med dialogseminarier lyfts andra värden än de i utbildningssammanhang så vanliga; effektivitet, snabbhet, mätbarhet till förmån för långsamhet, eftertänksamhet och kanske ett gott omdöme. Efter en termins arbete med dialogseminarier kan vi nu dra slutsatsen att deltagande i dialogseminerier tycks ha bidragit till att:

    • öka studenternas reflektionsförmåga
    • öka deras förmåga att lyssna både inåt och utåt
    • knyta förbindelser mellan det personliga och det professionella
    • utveckla deras yrkesspråk och kanske deras omdömesförmåga.
  • 156.
    blomberg, ingela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kreativitet i undervisningen: En undersökning av hur grundskollärare i en mindre svensk kommun förstår och använder kreativitet i arbetet med eleverna2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Research shows that there is a connection between creativity and learning, and therefore creativity aim of this study was to investigate how creativity is shown in teaching, if there are the correct circumstances for creativity and how teachers understand creative processes. Another aim was to find out if teachers belive that creativity in school can support pupils´ achievements. The survey was conducted in a small municipality in central Sweden and is a census survey.

    A majority of the respondents answered that the most important aspect for creativity is to make the pupils curious. The results also show that the structures in a school affect to what extent teachers can plan for creativity in their teaching. The largest part of the respondents have answered that the size of the premises, schedules, time, and class size that discourages creativity in their teaching. Most of the teachers said that they are aware of the importance of creativity for learning and achievments.

    The result of this study is importand for how to think when planning a new school, for how a school ought to be organized and how teaching has to be planned and carried out. The result is also essential to learn what sort of knowledge teachers need to be able to work in creativity way.

  • 157.
    Blomquist, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den ömma vilden: -En studie av pedagogens syn på den fysiska kontakten mellan barnen i den vilda leken i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Purpose of this study is to contribute knowledge on and to make the preschool teachers views visible about physical contact between children in wild play in the preschool. I decide to use interview of preschool teachers in a group setting as a mean to investigate this. The group interview is a non-structured interview with open questions where the preschool teachers only received guidance with pre made questions when needed.

    The result shows what kind of view the preschool teachers have on physical contact and they share concreate examples on how they work in situations like these.

    By reading this study I hope to contribute better knowledge of the physical contract between children and that the study generates futher reflections on one´s attitude in the matter.

  • 158.
    Blomqvist, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barn med svenska som andraspråk och deras inflytande i förskoleklass.: En studie om några pedagogers uppfattning om hur de arbetar med barn som har svenska som andraspråk i förskoleklass.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The intention of this study is to describe some pedagogue’s exceptions of how they work with children who has Swedish as a second language and how they work with the policy documents and rights that is available. The study is based on three structured interviews with very experienced pedagogues that work in preschool. The three interviews are recorded and adapted.  To analyze the data a socio-cultural approach was used. The conclusion of my study was that the pedagogues who work in preschool has a similar way to work with bilingual children and that they consider that communication through speak, pictures and the body language is the most important thing to get the children accessorial to the preschool activities and to maintain the rights. 

  • 159.
    Blomqvist, Gabrielle
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att möta variation i klassrummet: Lärares erfarenhet av att undervisa elever utifrån olika läroplaner och kursplaner2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe teachers’ personal experiences about teaching based on different curriculum, Lgr 11 for compulsory school and curriculum for special compulsory school 2011, and different course syllabi.

    I have used qualitative interviews with three teachers from a secondary school, school year 7 -9. The teachers who participated all had experiences of teaching pupils from different curriculums. In this study I have used open formulated questions and the teachers shared their experiences regarding developing teaching strategies.

    This study is based on sociocultural theory. One result that can be seen is that the teachers try to meet the pupils in their learning process. They organize with individual adjustments, which motivates education in class together with others. The pupil’s social interaction is central. The teachers’ use artefacts and scaffolding to reach the zone of proximal development. A good planning for pupils and adjustments make pupils more independent and involved. Cooperation and social interaction with others lead to development. Everyone who participates in teaching contributes with their thoughts and aspects which develop learning. The results of this study show that the social- and didactic inclusion is closely interwoven and the spatial inclusion contributes to this.

  • 160.
    Blomqvist, Gunilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bedömning för lärande i grundsärskolan: Lärares erfarenheter av och uppfattningar om bedömningsarbete2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 161.
    Blomstrand, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Vad tror du?": En studie om förskolebarns frågor och pedagogers svar om naturvetenskap2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to contribute to increase teachers and other pedagogic staffs’ awareness of how to respond to children’s questions concerning science. The aim is also to observe how preschool teachers relate to and respond to children’s questions about science. The pragmatic perspective where language and practice both are seen as important parts of learning is applied to the theoretical basis.

     

    Through non-participating observations and semi-structured interviews with teachers the result of the study has shown that teachers respond to children’s questions by using an open-ended question in return. The result also shows that teachers in the study take two parameters into consideration when responding to questions, what kind of question they are facing and the child who is asking.

  • 162.
    Boije, Josefine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ingen förtjänar att bli kränkt: En kvantitativ studie om kränkande handlingar inom ämnet idrott och hälsa2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about how offensive deeds takes place in the subject of physical education in school, which affects all who find themselves in this arena. The purpose of the essay is to gain knowledge about the frequency of abusive acts occur, what are the different forms which are found and if these differ depending on gender and on which sites these actions mainly occurs in the subject of sport and health. The study is directed to people who are 20-30 years old and how they experienced abu- sive acts took place at the high school. The empirical material consists of 69 questionnaires an- swered by (34 male, 35 female).

    The main conclusions of the study show that abusive conduct is a common problem in sports educa- tion but that can be difficult to detect. There is always a social power game between students that take shape in various abusive forms, which are difficult and some are easier to notice as an outsider. Another conclusion is that girls and boys express their aggression in different ways, subtle and visi- ble. A commonly used form offensive acts manifesting itself is verbal in the two sexes. Further in- vites the sports hall as many situations where the teacher does not have sufficient supervision and attendance so that violations are detected. Places such as in the locker room, at sports activities in the team classification, queues for activities created room so that violations can occur. 

  • 163.
    Bolin, Saima
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns sociala lärande i interaktion med djur: En studie om förskolebarns sociala samspel i samband med djurkontakt2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to study children’s social interaction with animals and if it could be affected to any possible connections to interaction with animals, linked to a socio-cultural perspective. This survey was conducted by a kind of a case study. Interviews were conducted with two teachers where the answers then was analyzed and compared with observations. The results are discussed from the perspective of the sociocultural theory of children's learning, their development and previous research on children's interactions with animals.

     

    Scientific research with children and animals show that their relationship affects the child's development positively. This was made visible not only to children, but humans have a natural attraction to animals and which social relationships provide an expression of social learning in humans. Results from interviews and observations of this study indicate that children more easily create an understanding of his fellow human beings and that empathy is strengthened amongst the children because of their relationships with the animals.

  • 164.
    Bomström Aho, Erika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Språkintroduktion som mellanrum: Nyanlända gymnasieelevers erfarenheter av ett introduktionsprogram2018Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Den här licentiatuppsatsen behandlar berättade erfarenheter av att vara elev på Språkintroduktion. Programmet är ett av fem introduktionsprogram i den svenska gymnasieskolan och tar emot nyanlända ungdomar i åldrarna 16 till 19 år. Utbildningen på Språkintroduktion har en tyngdpunkt på svenska språket samt andra ämnen som eleverna har behov av att studera. Sålunda ska undervisningen organiseras utifrån varje elevs förutsättningar och behov.

    Studien bygger på intervjuer med språkintroduktionselever. Analysen fokuserar följaktligen 22 elevers berättade erfarenheter av att vara elever på Språkintroduktion. Elevernas berättelser blir ett sätt att förstå hur deras erfarenheter av programmet flätas samman med tidigare skol- och arbetslivserfarenheter liksom med tankar om framtiden.

    I resultaten presenteras tre teman som framträder i berättelserna.  Det första temat gäller samtliga elever och behandlar erfarenheten av att inte kunna svenska. Det andra temat innefattar vissa elever och synliggör två elevidentiteter som särskilt framträder. Den första av dem handlar om att gå från att vara en högpresterande elev till att vara nybörjare och den andra om att gå från att vara en elev med kort eller ingen skolbakgrund till att äntligen vara elev. Slutligen handlar det tredje temat om hur Språkintroduktion tar form som ett mellanrum.

  • 165.
    Bondegård, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Särskolans elever i grundskolan: Lärares upplevelser av att undervisa integrerade elever i årskurs 7-9 i ett ramfaktorteoretiskt perspektiv2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is on the basis of frame factors such as time, policy documents and student diversity, to examine some teachers' perceptions of opportunities and difficulties to teach mainstreamed pupils. The underlying intensions is to show what is found in the teachers' statements concerning what conditions they feel they have to teach on the basis of two different curricula, how they express themselves on various frame factors such as time, policy documents and student diversity, and if other possible frame factors become visible in the teachers´ statements.

    Interviews have been used as a method and carried out with six different teachers who are teaching in grades 7-9. They come from different parts of the country and teaches different subjects. This study has a frame factor theoretical perspective and the theory has been the basis regarding study design, implementation and analysis.

    The results show that the teachers in this study have intentions of customize their teaching based on all students' different needs, but it can be difficult with great student variation and cognitive discrepancy. The teachers told that it is the primary school curriculum that mostly determines the education and that adjustments then are made to fit the students who take the special school curriculum. The risk is that students who follow special school curriculum does not get the opportunity to show their skills in a fair manner since the curricula differs greatly in certain subjects between school types. The teachers in this study were generally positive about teaching mainstreamed pupils, but expressed that it often is a lack of knowledge in primary school about intellectual disabilities and special school. Previous studies show that knowledge is a key factor for the success of creating teaching that is characterized by the participation of all students.

  • 166.
    Bonder, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Får jag vara med?: Tillträdesstrategier och uteslutningsstrategier i förskoleklassens fria lek2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract The purpose of this study is to provide knowledge about how children in a preschool class use access strategies and exclusion strategies in the free play. Also why children exclude each other during play. The questions of the study are: What access strategies do children in preschool class use during the free play? What exclusion strategies do children in preschool class use during the free play? Why do children exclude each other during play? To investigate this, I have been non-participating observer in a preschool class. I have used the fifteen access strategies of William Corsaro (1979) and Tellgren's (2004) eight exclusion strategies. The result of the study shows that the preschool class children often use verbal access strategies together with nonverbal strategies. And that those strategies together are more successful than to only use the non-verbal access strategies. The results also indicate that the children's exclusion strategies take place more discreet and inside the play. The children exclude each other to protect their established communities or play groups. The children at the top of the hierarchy are the ones who determines which ones should be included and excluded. My conclusion is that children are skilled users of play strategies and they learn from each other what access strategies are working and what exclusion strategies are being accepted by other children and by the teachers.

  • 167.
    Borg, Linda
    et al.
    Karlstad University, University Library.
    Dyrman, Ann
    Karlstad University, University Library.
    Åkerlund, Dan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Guide till Zotero2017Other (Other (popular science, discussion, etc.))
  • 168.
    Bornstedt, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Det är ett konfessionellt rum, det är ju en kyrka”: Kvalitativa intervjuer med fyra präster inom svenska kyrkan och deras syn på den icke-konfessionella skolavslutningen i kyrkorummet2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper discusses four priests within the Swedish church and their view of the non-denominational graduation ceremony in church. The purpose is to examine the priests' view of the non-denominational graduation and their role in the ceremony. Possible Christian approaches in school law and school policy documents have also been examined. The examination was based on qualitative interviews with four priests and analysis of both the school's and the church's legal texts and guidelines. I have utilized Anthony Giddens' views on identity and the modern society in the discussion of the results. Based on the results, one can then deduce that the priests in my study all believe that it is not possible to be in a church without being confessional, and that they find it difficult to know what role they should have at a graduation. It was also possible to distinguish a connection between the national school curriculum and Protestantism to some extent. 

  • 169.
    Bornviken, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Syskon och språkutveckling: En jämförelse mellan aktuella forskningsrön och förskollärares resonemang2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study was conducted to find answers to whether younger children acquire the language easier if it has an older sibling. Does preschool teacher note that the younger children with older siblings generally have lighter or better language development than those who do not have it? The literature reveals the importance of having loved ones around when learning languages and that emotional attachment is crucial for language development. I apply socio-cultural perspective, and the development-ecological perspective that claims that learning is always embedded in and dependent on social relations of mutuality and interdependence. The methodological framework of the study is phenomenological and makes use of an unstructured interview and a questionnaire that calls for elaborated, written answers from preschool teachers.

    The results in both the interview and the questionnaire indicate that preschool teachers do not concur with scholars on the issue of the importance of siblings for successful language development. Instead, they claim that language learning is individual, and that it is the first-born child that tends to develop language skills with greatest ease.  I conclude that preschool teachers seem to lack knowledge about research done on this subject, but that it is also possible that their experiences and opinions could be the basis of future criticism of current research.

  • 170.
    Bragefors, Andreas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bilderboken i förskolan: Pedagogers syn på bilderböcker i barns språkutveckling2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The focus of this study is on how active educators in prescholls look on the use of picture books in the development of the youngest children, and how the educators are using the picture book actively in the operation. The purpose of this study is to find out how active educators is using the picture book in their work with language development with the youngest children. The method that was used in this study was qualitative interviews, more specific semistructured interviews. This method was used because I wanted to have base questions but also be able to ask follow up questions. An other reason for qualitative interviews was to find out the educators thougts about the use of the picture books. The result will be looked at from a sociocultural perspective. The result of the study shows that active educators have a positive view on the use of picture books in the youngest childrens language development, and that the picture books are used in different ways.

  • 171.
    Brandberg, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Partiklarnas dans: En studie om kemi och dans som estetisk lärprocess i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to increase knowledge about how dance as aesthetic learning process can affect children's explanations of the perception of the matter indestructibility based on a solution process. In a semi-structured group interview, the children were able to explain the same chemical phenomena both before and after the gestation of the phenomenon through dance. The dance in the study portrayed the movements of the particles based on the solution process and evaporation. The result showed that children use three different types of explanation models to explain the chemical phenomenon. The three explanatory models are natural science, animistic and magical explanatory models. The survey shows that the proportion of scientific explanatory models increased after the dance activity. The study suggests that dance as an aesthetic learning process can benefit children's learning in terms of chemistry content in preschool.

  • 172.
    Brantefors, Lotta
    et al.
    Uppsala universitet.
    Thelander, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching And Learning Traditions In Children'S Human Rights Curriculum Emphases In Theory And Practice2017In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 25, no 2, p. 456-471Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to develop educational theoretical concepts for analyses and descriptions of the teaching and learning traditions in children's human rights and to illustrate its diversity. The paper suggests viewing human rights as a subject field for research and education and using curriculum theory - particularly the concept of curriculum emphases - as a tool for the analyses. Drawing on the results of a previous international study (Brantefors and Quennerstedt, 2016), four teaching and learning traditions of rights are identified: (1) the participation emphasis; (2) the empowerment emphasis; (3) the awareness of rights emphasis; and (4) the right respecting emphasis. With the curriculum emphases concept it is possible to define the main motives for teaching and learning, and also to see what is emphasised in education. In the last section, the traditions are applied and tested on empirical examples. The conclusion is that the emphases concept is a fruitful analytical instrument that makes the different traditions of the teaching and learning of children's human rights visible.

  • 173.
    Brinck, Pernilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tre förskolors förutsättningar och möjligheter till inköp av ekologisk mat2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 174.
    Broberg, Frida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogen och muntligt berättande: En studie om pedagogiska förhållningssätt i förskolan2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien handlar om pedagogens roll i muntligt berättande i förskolan utifrån Merleau- Pontys livsvärldsteori där kroppen är central. Syftet med studien är att undersöka några pedagogers agerande i deras muntliga berättande; hur de använder kroppsspråk, mimik, röst men även hur de använder rekvisita när de berättar sagor muntligt. För att synliggöra pedagogernas roll i muntligt berättande användes observation som metod. Två pedagoger har observerats vid tre olika tillfällen, och en av pedagogerna observerades vid två tillfällen med två olika barngrupper.

    Resultatet av studien visar att pedagogerna i hög utsträckning använder sig av både kroppsspråk och mimik, även om rösten används allra mest. Pedagogerna använder även sin blick för att fånga barnens intresse i lyssnandet, och det har framkommit att ögonkontakt är viktigt för att få barnen att lyssna och fokusera på sagan.

  • 175.
    Brogren, Kristina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. 1999.
    Kulturell Literacy: Kulturell literacy- som redskap för tillgång till lek och gemenskap2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my research is to investigate the importance of cultural literacy for the inclusion of first generation immigrant children in pre-school play situations.

    I place an extra focus on the importance of children´s picture book as a cultural mediator, as picture books and literary characters are a frequent occurring artifact in pre-school activities.

    I will use Participatory Action Research and observation as methods. I will analyze my results using Vygotskij's socio-cultural perspective and relevant research.

    The result of my limited study shows that it may be beneficial for a first generation immigrant child to develop cultural literacy to facilitate access to play and community, based upon a pool of common knowledge. Preschool is of great importance as cultural mediator in a multicultural society; where recently immigrated children can develop their cultural literacy in interaction with other children and through support of adult educators.

  • 176.
    Broström, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Teknik i förskolan: Hur arbetar pedagoger med teknik i förskolan?2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 177.
    Brown, Katarina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fysik i förskolan.: Pedagogers arbete med fysik: en jämförande studie mellan kommunala och fristående förskolor.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract.

    The aim with this study was to investigate how pedagogues work with physics in pre-school and if their work differs depending on if they work in a public or in an independent pre-school.

     

    Ten pedagogues from four pre-schools participated in the study and the method used was semi-structured interviews. This means that an interview consisted of a number of questions were used as a base and then questions were asked in relation to the answers the pedagogues gave. The result shows that work with physics looks quite similar in the pre-schools. The working method that dominates more than others is experiments and the majority of the pedagogues that work with physics use this method in pre-school. The result shows that the majority of pedagogues in public pre-schools were given opportunity to take part in further training in physics; only one pedagogue from the independent pre-schools did the same. Further training is important in the work of physics as it, according to the results, affects if pedagogues are working with physics in pre-school. 

  • 178.
    Brubråten, Mina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Vi lurade stenen att flyta!": En studie om hur förskolebarn tänker, resonerar och förklarar vardagliga fysikaliska fenomen.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how preschool children, 4-5 years, think, reason and explain an everyday physical phenomena. The phenomenon’s that was chosen for this study is the Archimedes principle and density.

    The study was conducted through qualitative semi-structured interviews that took place while the experiments were carried out by the children. This method was chosen to make it possible to follow the children´s reasoning about the subject of physics in preschool and to let them lead the conversation and let them explain the result.

    The result shows that children in the study have experience and knowledge about the phenomenon of why objects float or sink. Even if they don’t have knowledge of Archimedes´ principle or density, they can come up with their own conclusions of why objects float or sink, based on their past experiences and knowledge. Some of the children approach an explanation of these phenomena, without using the scientific concepts.

  • 179.
    Brun, Micaela
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Pedagogik.
    Barns interaktion vid "lärplattan": Barns positioner ägare, åskådare och deltagare2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The purpose of this study is to examine how children interact with each other and what social positions they assume when using the learning pad. The social positions reffered to is the Owner, the Participant and the Spectator, defined by Ljung Djärf (2004). According to Ljung Djärf (2004), the Owner is defined as the one in control of the mouse and keyboard. The Owner is expected to be in charge of what is happening on the screen. The Participant is typically found on a chair near the computer. The role of the Participant is to support the Owner by suggesting how to proceed regarding the task that is being worked on. The last position is the Spectator, the child also found near the computer passively observing what is taking place on the screen. The position of Spectator may have been self-selected by the child or assigned by the owner.

    In order to answer the research question of this thesis, an observation study was identified as the appropriate empirical data collecting method. In the analysis of the data, the children was divided into groups based on their level of skills.

    • Children with more skills and knowledge regarding the technology.
    • Children with better reading skills
    • Children with greater skills in using the learning pad and previous experience of the game used during the observations

     

    These skill groups emerged when the results would be analyzed and those affected the resolut. 

  • 180.
    Brännlund, Angelika
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Bildskapande i relation till genus i förskolans verksamhet: Att skapa sig själv och genus2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to contribute to increased awareness for those active in pre-school setting regarding the pre-school teachers’ approach to the relationship between art and creation and gender, but also how these attitudes can affect children's art and creation possibilities. An important issue right from the very beginning of this study, which is prevalent in the discussion of the results, has been: What kind of attitudes regarding art and creation and gender can occur if a critical way of thinking about gender and stereotypes is used in art and creation?

    The method was based on an interview study, which involved interviews of seven educators working in a pre-school environment. Semi-structured interviews have been of great value personally as an interviewer asking questions, but also for the sake of the interviewees abilities to express their attitudes concerning the relation between art and creation and gender.

    Emerged results have shown different and ambivalent approaches to the relation between art and creation and gender. Analysis of the results shows the importance of the use of a conscious approach in art and creation as seen in the children’s approach to art and creation.

  • 181.
    Bråth, Carina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Inkludering- möjligheter och hinder.: Fyra lärares erfarenheter av att undervisa elever med utvecklingsstörning i grundskolan2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 182.
    Buchholtz, Carolina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Högläsning i förskolan: En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of this study is to examine the interaction between educators and children during reading aloud and how the educators recognize this.

    The study is qualitative and the empirical material was gathered through observation and interview methods. Interviews were done with three teachers, and they were observed on five occasions. The children’s age is 4-5 years.

    The results show that teachers have a good knowledge of reading alouds importance for young children's language development and reading aloud is seen as an educational activity, but may have different purposes depending on the situation. The result also shows that the teachers clearly recognize children's linguistic stimulation in reading aloud.

  • 183.
    Buskqvist, Ulf
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den digitaliserade skolan - etiska spänningsfält2017In: Etiska perspektiv på skolledares arbete / [ed] Åsa Söderström, Stockholm: Studentlitteratur AB, 2017, p. 29-47Chapter in book (Other academic)
  • 184.
    Byqvist, Theresa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Samling som ett demokratiskt moment i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 185.
    Bäcklund, Linnéa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärares syn på delaktighet och inflytande i verksamheten: En jämförande studie i sydafrikansk och svensk förskola2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 186.
    Bäckman, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Utåtagerande beteendeproblematik i förskolan: Pedagogers upplevelser av arbete med utåtagerande barn2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 187.
    Bäckström, Linnéa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det icke-verbala barnet i mötet med naturen: En kvalitativ studie om pedagogernas kommunikation och interaktion med de yngsta barnen i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att ta reda på hur pedagoger ser på naturen som lärandemiljö, samt hur de samspelar, interagerar och kommunicerar med de yngsta barnen i mötet med naturen. Vidare är syftet att ta reda på vilka kommunikationsformer pedagogerna använder för att skapa ett meningsfullt lärtillfälle tillsammans med de icke-verbala barnen i förskolan. Naturen som lärmiljö är en enorm tillgång för utveckling och lärande hos barnen, dock krävs det pedagoger som tar tillvara på denna tillgång. Studien har utgått från kvalitativa intervjuer med sex förskollärare på tre olika förskolor, där intervjuerna har analyserats utifrån två olika perspektiv, livsvärld och sociokulturellt perspektiv. Resultatet visar att pedagogerna använder verktyg för att förstärka det verbala språket i kommunikation med de yngsta barnen, men att de skulle vilja ha mer kunskap om alternativa kommunikationsformer utöver det verbala språket. Slutsatsen i studien visar på att det krävs engagerade och närvarande pedagoger för att genom de icke-verbala barnens kroppsspråk försöka tyda vad de intresserar sig för. 

  • 188.
    Bäckström, Lovisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärarnas uppfattningar om kemiska produkter i mat samt ekologisk mat: En studie om förskollärarnas uppfattningar om kemiska produkter i mat samt ekologisk mat i relation till barns hälsa2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The preschool is a place that should contribute to the health of children and the preschool teachers have an important role to create good conditions for this. The purpose of my study is to examine preschool teachers’ perceptions of chemical products in food and organic food in relation to children's health. Through qualitative interviews with six preschool teachers at two different preschools in two separate municipalities it is shown in my results that preschool teachers have variable perceptions about chemical additives and organic food. Most of them have a negative perception of chemical additives and a positive perception of organic food, and different views on how these would affect the health of children.

  • 189.
    Bäckvall, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Drömmar för musikämnet: En kvalitativ intervjustudie där musikdidaktiken beskrivs i förskolan2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this degree project is to describe and analyze how pre-school teacher´s didactically arrange different music activities in the work. To gain understanding and the importance of music didactics in preschool. The study was conducted using qualitative interviews through phenomenographical methodology in which six preschool teachers were interviewed. The theoretical background is based on music didactics, musicking and variation theory. The music activities in preschool rarely follow any form of didactic planning, focus is usually on another subject area, mostly language and the subject of music end on second place. There is a vision that the music subject should end in the first place, and that it requires a greater commitment and prioritization of time from the preschool teachers. The dreams and visions that exist for the music activities are about having access to a room like a studio where material in different forms of musical instruments is available. Another dream among preschool teachers is to gain more competence development and inspiration. Another vision is that the children should be challenged more and have the opportunity to explore the music subject further. Preschool teachers have different deductions for different subjects and usually it is in the staff that has the most musical skills that are responsible for the music activities.

  • 190.
    Bärling, Bernt-Åke
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att förstå Läs- och skrivutredningar2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study describes some teacher´s perceptions of how problems with reading and writing difficulties are desciribed in reading and writing analyses. It shows the understanding as it is today, but also the need of further training in the field of reading and writing difficulties.

    The study is a semi structured interview study with eight high school teachers in two high schools in Sweden and it has a phenomengrafic approach.

    The teachers in this study are familiar to working with students with reading and writing difficulties and support their students in the classroom. Allthough the study shows some misconceptions of the same type that have previously been shown in international research.

    There is a lot of intuitive skills in the sense that the teachers interviewed, know that adjustments are needed and, that the students abilities can differ.

    The formal knowledge of disabilitie effects and what it means for teaching, as expressed in the reading and writing analysis are not complete and the study shows some misconceptions and, in some cases, the lack of basic knowledge.

    An effect of this is that in some cases, support become meaningless or had an opposite effect.

  • 191.
    Callh, Amanda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolan som hälsofrämjande arena: En kvalitativ intervjustudie ur förskollärares perspektiv2018Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
    Abstract [en]

    In order for the individual's chances of good health to increase, health promotion should beintroduced to the youngest children. A recent report shows that Sweden is falling in ranking in termsof equal health where Sweden ended up in 23 out of 35 countries. The socioeconomic gaps inSweden's society mean that children's health becomes a geographical issue. The preschool's rolebecomes extremely important in this context, as statistics show that 84% of children living inSweden are enrolled in preschool. The purpose is to investigate how preschool teachers feel thatthey work with children's health and well-being at preschool. The study consists of six qualitativeinterviews with preschool teachers spread across two preschools. A qualitative content analysis ofthe data was conducted to find prominent categories. Preschool teachers in the study agree thathealth in preschool needs more attention. They agree that physical activity is restricted to theoutdoor environment due to large children's groups and small premises. The result emphasizes thatpreschool should be a positive and safe environment in which the children feel good.

  • 192.
    Camilla, Monlars
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Autism i skolan: Hur en skola är tillgänglig för elever med autism2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My purpose of this study is to investigate whether elementary school is available for students with the disability of autism. If the school is just as accessible for students with autistic syndrome as for students with asperger syndrome, or if the school is marked by equal treatment. I think this is important to highlight since I think it´s a deficiency in the school's accessibility for certain students, and dilemmas occurs regarding students in need of support. In order to provide a validated result according to me, I decided to conduct interviews with a few employees and ask all of them the same questions. The interviews I conducted was performed anonymously. However, all of them are from the same school, in order to achieve such a clear result as possible. The interviews have the nominated posts: principal, special education teacher, counselor, school nurse, teacher, leisure educator, recreation leader and teachers in the special needs school. My selection fell upon these persons since I wanted to interview the principal, student health team and some possible people who interacts with student health team regarding these issues.

     

    As a result, I received the answers to all the issues and got confirmation of my purpose. There is a shortage of school availability for students in need of support. The school can not with their current circumstances live up to the pursuit of a school for everybody and be able to reach all students. All the persons I interviewed are aware of that. Most of them did not believe that inclusion is a good solution for either the individual in need of support, the other students, or the teacher. Because the teacher is not able to reach all students and everybody's needs can not be met. But the individuals are welcome to be included with the availability of resources and the opportunity to personally leave the classroom if necessary. The school is available for students with autism, but not enough. Although this school is struggling with the dilemma between equality and to categorize pupils to give them special support. This dilemma is the underlying reason for why the aim for it to be a school for everybody is not met.

  • 193.
    Carlman, Peter
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    ”Det är halvidrott, kanske lite mer än halvidrott”: Idrottsskolan som en praktik för formandet av idrottsbarndomar2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the dissertation was to investigate children’s views on and experiences of The Sport for All programme in school (SAP) (idrottsskolor) and the significance of the activities for children’s ”sports childhood”.

    The study is anchored in the so-called “new sociology of childhood”. Such a standpoint is based on that children are competent social actors with agency. Following that, childhood is constructed both by actors in specific fields and by the children in these social practices.

    The dissertation is based on three interview studies from three different SAPs. In study I fifteen individual interviews were conducted with: the programme manager, three school teachers, two sport club leaders and nine children (aged 9-10). Study II was based on repeated focus group interviews with 15 ten-year-old Swedish children participating in a SAP. In study III individual interviews were conducted with eight children, four years after they completed their participation in a SAP.

     

    In all three studies the children described the SAP as a different sport practice in relation to traditional organized sport. In the SAP sport was offered in a new context with other meanings and functions compared to conventionally organized sport. But, study II showed that children with a strong performance ethos had the capacity to influence and control the practice in the SAP, which contribute to a “competitive atmosphere” in the SAP activities. Further, study III showed that children with a weak interest in sport enjoyed the activities. However, it was not something this certain group of children wanted to continue to practice outside the program. While other participants with an already established interest in sports, experienced a deepening and widening of their sport interest through the SAP.

    In terms of agency, the children’s individual and collective views of sport are important to consider in regard to understanding the SAP practice. The children brought prior knowledge, understanding and skills into the SAP, which can contribute to the experience of the practice.   

  • 194.
    Carlman, Peter
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Idrottsföreningars arbete med nyanlända – ledares delade upplevelser2018Conference paper (Other academic)
  • 195.
    Carlman, Peter
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Social and Life Sciences, Department of Health and Environmental Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    It’s like half-sport, maybe even a bit more than half-sport: Children’s experience of a Sport for All Programme in School2017Conference paper (Refereed)
    Abstract [en]

    Introduction

    The aim of the study was to investigate children’s experiences of The Sport for All programme in school (SAP) (idrottsskolan). The purpose of the SAP is to give children an opportunity to try different sports, with a focus on play and motor learning rather than organized competition. Methods

    The study is based on repeated focus group interviews with 15 ten-year-old children (9 girls; 6 boys) participating in a SAP in the western part of Sweden. In this study we approach children as active agents in constructing the SAP practice in line with the theoretical standpoint that children are competent social actors with agency (Alanen, 2014; James & James, 2004).

    Results

    The children perceived the SAP as sessions with less emphasis on performance and without organized competitions; it was described as a “low threshold” activity. However, the children expressed that sometimes was a “competitive atmosphere” present in the practice. According to the children, this atmosphere was to a large extent created by the behaviour of participating children with a strong winning attitude. This resulted in that children who do not want to participate or could act in a more pronounced "performance-based atmosphere" perceived themselves as excluded from the activities.

    Conclusions

    The result shows how the logic in the SAP is changeable and that this is developed through children’s agency and some children have more power to influence the activities than others. The Sport for All pedagogy needs to consider and handle the consequences of competition principles, especially if the participating children and leaders have a performance ethos.

  • 196.
    Carlman, Peter
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Samverkan mellan fritidshem och idrottsföreningar2018Conference paper (Other academic)
  • 197.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Augustsson, Christian
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    ”Vi kallade oss alltid SMARTISARNA”: En uppföljningsstudie av ett hälsofrämjande skolprojekt2018Report (Other academic)
    Abstract [sv]

    De flesta barn och ungdomar i Sverige är inte tillräckligt fysiskt aktiva. I Sverige idag är det få barn som når den rekommenderade mängden fysisk aktivitet på 60 minuter per dag. Forskningsgenomgångar har dokumenterat att skolbaserade interventioner har möjlighet att förbättra den fysiska statusen hos elever. Värmlands Idrottsförbund och Friskvården i Värmland beslutade 2004 att göra en satsning på ett hälsofrämjande skolprojekt – som fick namnet SMARTIS. Huvudmålet med SMARTIS var att öka barnens fysiska aktivitetsgrad i skolan och på fritiden samt att förbättra den fysiska förmågan. I föreliggande rapport studeras elevers beskrivningar av SMARTIS betydelse för deras levnadsvanor under och efter projektet. Studiens design omfattade individuella intervjuer och en gruppintervju med elever som tidigare deltagit i SMARTIS. Resultatet analyseras och diskuteras utifrån hur eleverna upplevde SMARTIS under sin tid på skolan och vilken betydelse SMARTIS har haft för det liv de lever idag. I rapporten synliggörs att för att ge alla elever möjlighet att utveckla varaktiga beteenden och vanor utanför skolan bör hälsofrämjande arbete i skolan vara relevant för eleverna och att de kan relatera de aktiviteter som genomförs till sig själva och deras vardagliga liv.

  • 198.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    A sport for all programme in school: girls’ experience.2018In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445Article in journal (Refereed)
    Abstract [en]

    This article examines a Swedish Sport for All Programme (SAP) in school. We use a case study to discuss girls’ debut in alternative sports programme organized in collaboration between school and the sports movement. The empirical data are derived from repeated focus group interviews with one group of seven 10-year-old girls participating in one SAP. The analyses focus on their subjective experiences and how broader gender structures influence these experiences. Drawing on the results of this study, we argue that certain sports can be interpreted as oppressive activities that produce asymmetric power relationships between different groups of children. Simultaneously, the girls see the idea of sports as joyful activities, without male abuse and oppression or hierarchical gender relationships. Based on the girls’ accounts, we claim that both the leaders and the children actively reproduce gender stereotypes in the SAP.

  • 199.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Social and Life Sciences, Department of Health and Environmental Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Gender regime in a Sport for All programme in school2017Conference paper (Refereed)
    Abstract [en]

    Introduction

    The aim of the study was to investigate children’s experiences of The Sport for All programme in school (SAP) (idrottsskolan). The specific purpose with this paper was to investigate if boys and girls have equality accessibility to participate in the SAP. The purpose of the SAP is to give children an opportunity to try different sports, with a focus on play and motor learning rather than organized competition.

    Methods

    This article is based on repeated focus group interviews with one group of 7 ten-year-old girls participating in a SAP in the western part of Sweden. The girls had no, or limited experience, of practice organized sport on their leisure time. The girl’s lived in a low socioeconomic district with a high proportion of immigrants. In the district there is few sports clubs.

    Results

    The result shows how the boys have the power to dominate the practice and influence the girls’ experiences of the SAP. And sometimes the boys take over and control the practice in so considerable proportions that the girls find it difficult to participate in the SAP. The study shows that the boys have a better opportunity to use their agency (Alanen, 2014), partly in cooperation with the leaders, and be a part of and influence the sport activities in the SAP.

     Conclusions

    The girls in the study felt that they were disparaged and excluded cause of the boys’ behaviour. Hence, it is absolutely necessarily that organizer of the SAP pay attention to gender issues and work out guidelines and strategies so that both girls and boys feel included in the SAP:s all activities. As has been discussed before (Flintoff, 2008), and according the results in this study, it requires more than to just start up sport activities and hope that more alternatives will boost more and new participants.

  • 200.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Genusrelaterade erfarenheter av Idrottsskolan: en grupp flickor berättar2017Conference paper (Refereed)
    Abstract [sv]

    Syfte

    Idrottsskolan innebär att flera idrottsföreningar samverkar med skolan, där barn på

    fritidshemstiden kontinuerligt under en termin ges möjligheten att prova på olika idrotter.

    Den ska bygga på lek och sätta barnen i centrum och inte vara grundad i organiserad

    tävlingsverksamhet. Syftet med studien är att bidra med kunskap om flickors erfarenheter av

    idrottsskolan.

    Metod

    Studien baseras på upprepade (två tillfällen) fokusgruppsintervjuer med en grupp bestående

    av sju stycken tioåriga flickor som deltog i en idrottsskola på västsvensk ort. Flickorna hade

    ingen eller begränsad erfarenhet av organiserad föreningsidrott.

    Teoretisk inramning

    Studien tar stöd den så kallade ”nya” barndomssociologin, vilket innebär att

    barnet sätts i centrum som en aktiv agent i sociala processer. Vidare omfattar studien ett

    genusperspektiv i avsikt att belysa genusrelaterade normer och erfarenheter inom

    idrottsskolans ram.

    Förväntade slutsatser

    Det preliminära resultatet visar att de intervjuade flickorna beskriver pojkarna i idrottsskolan

    på ett genusstereotypt vis och som en homogen grupp. Flickornas berättelser visar också att

    de har mött genusstereotypa uppfattningar från pojkarna om flickor. Enligt deras

    erfarenheter ges pojkarnas agens mer utrymme och de påverkar aktivt idrottsskolans

    innehåll.

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