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  • 251.
    Demitz-Helin, Lotta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ordinlärning i svenska för invandrare: Några sfi-elevers upplevelser av ett förändrat arbetssätt2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine reactions on the implementation of a method for word learning among participants in a group of pre-literate students within a beginners’ course of Swedish for immigrants. The learning method uses individual wordlists, based on personal experiences. Data were collected through lesson observations of the group as a whole and interviews with six of the students, and analysed from a pragmatic point of view, with its emphasis on life experience and social interaction as important factors for successful learning. The study focuses primarily on conceptions of activity, participation and motivation. The result shows that the students experienced differences regarding all these factors, compared to their earlier experiences of word learning. Motivation was the most positively influenced factor. When it comes to activity, more time than before was spent on homework. The study also shows that the possibility to exert an influence on the learning process through participation entails a certain amount of doubtfulness as well as increased motivation.

  • 252.
    Desierto, Kristy
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns lekstrategier i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The main purpose of this study is to learn more about what strategies children use during their play at preschool.

    Using observation as a method, I tried to answer the following questions: "What are the  common strategies that children use to join in a play?" and "What happens when children are being refused to join in a play?" It is very clear that children do not give up trying when they are being denied access to play, instead they try other access strategies that works for them to be included in a play.

    When children gather together at preschool, they form different peer cultures where belongingness in a group is a basic need. Most of the children want to share their play space with others while some are willing to defend it against other children.

     

  • 253.
    Dindar, Katja
    et al.
    University of Eastern Finland.
    Lindblom, Anne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Eastern Finland.
    Kärnä, Eija
    University of Eastern Finland.
    The construction of communicative (in)competence in autism:: a focus on methodological decisions2017In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 32, no 6, p. 868-891Article in journal (Refereed)
    Abstract [en]

    Research on people diagnosed with autism spectrum disorder (henceforth autism) is often based upon biomedical understanding. Such understanding tends to view the characteristics related to autism diagnosis, such as the lack of or atypical use of speech, as a sign of incompetence that can be reduced as an underlying pathology of an individual. However, little research has explicitly investigated how methodological decisions in research might influence the perception of these characteristics. This paper draws on two separate research cases involving minimally verbal children with autism to examine how methodological decisions in research design, data collection, data analysis, and data interpretation influence the construction of communicative (in)competence in these children. The paper encourages researchers to carefully consider and reflect on the methodological decisions they make throughout the research process.

  • 254.
    Dorotea, Bjuhr
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fysik och Teknik i förskolan: Barnens diskussion om fysikaliska och tekniska fenomen2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to examine how the children in preschool discuss their knowledge in the subjects physics and technology, and whether they use physical and technical phenomena when they try to solve a construction problem. The study was conducted at a preschool in an industrial community in Sweden, where fourteen children aged 3 to 6 participated. Method of the study was a small-scale qualitative ethnographic study where the material has been collected by making field notes and recording children's discussions. The literature part of the study presents previous research as well as what the previous research showed about the subject. A socio-cultural perspective is used as the base for the study. The results of the study show that children's knowledge and experiences of physical and technological phenomena emerges through discussions. The study's conclusion is that children have knowledge and experience about the physical and technological phenomena that they use to understand their world and to find solutions to similar problems.

  • 255.
    Drugge, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förbrukningsmaterial i det pedagogiska arbetet inom förskolan: om hur förskollärare kopplar materialanvändning till miljöfrågor2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper was to study if, and in what way, usage of consumables is part of preschool teachers' pedagogical work with the children concerning environmental issues. The study was done through qualitative interviews with six certified preschool teachers from five different preschools, all located in a mid-sized town in Sweden. Results from the study show that there are existing routines concerning the childrens' usage of consumables, and that the preschools environmental work could be connected to them. There were routines before, during and after the creating process. The most common consumables at the preschool was paper and pearls. In order to save resources and the environment, the preschool teachers had guidelines on how to use these consumables. Areas of use for the consumables could vary depending on age, development and level of challenge with the specific child. The preschool teachers in the study assured that they tried to accomodate needs and interests with each individual child and thereby finding areas for development and challenge. The teachers saw the work with resources from both an environmental and a pedagogical view and considered them both an integral part in the work for the childrens development and learning. How the staff viewed environmental issues in relation to consumables was also an important indication as to how environmental issues where reflected as a whole in the school. Also, the teachers considered the work with environmental issues as something that sometimes happens subconsciously since it is such an obvious part of the job.

  • 256.
    Duek, Susanne
    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.
    Artefakter i barns litteracitetspraktiker2013In: KAPET, ISSN 1653-4743, Vol. 9, no 1, p. 72-86Article in journal (Other academic)
  • 257.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Med andra ord: Samspel och villkor för litteracitet bland nyanlända barn2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis centres on six children, aged four to nine, who relatively recently immigrated to Sweden. The children’s encounters with literacy are in focus. These children are not only new arrivals to Sweden, they also have in common that Swedish is their second language and that their parents have had little or no formal education prior to arriving in Sweden. The study draws on sociocultural approaches to literacy, and more specifically the field of New Literacy Studies. In this study, reading and writing are viewed as social practices comprising different related sociocultural aspects such as norms, values, habits, traditions and ideologies, and the study concentrates on social and ideological perspectives on literacy. Bourdieu’s notions of habitus and symbolic capital have also been used for the analysis.

    The empirical material was collected through an ethnographic approach. Each child was followed for one year, particularly at school/preschool. The children’s homes were also visited, and their parents and teachers were interviewed. Observations involved different degrees of participation and were documented through field notes and photographs. The interviews were audio-recorded and transcribed. In addition, artefacts and school material from the field were collected or photographed. A qualitative content analysis of the collected data was performed.

    The analysis show that sociocultural incongruence, coupled with flawed communication between the schools and the homes, caused the children less continuity between school and home practices. Though, the results also show, that the children studied to a considerable extent adapted to the monolingual, homogenous norms when they participated in school practices. These children are therefore highly adaptable, while their teachers found it much harder to handle or even be aware of sociocultural incongruences.

  • 258.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Grönvall, Camilla
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Johansson, Annelie K.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Den tibetanska argumentationstekniken – en alternativ retorik2018In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 1, p. 7-19Article in journal (Other academic)
    Abstract [sv]

    Tibetanska buddhistiska munkar har i tusentals år ägnat sig åt att fördjupa sitt vetande och sin visdom i sitt sökande att befria sig från oönskade tankar och handlingar. En aktivitet som de, i tät kontakt med indisk, hinduisk logik, har utvecklat under århundradena, är att, enligt ett visst mönster, föra filosofiska debatter med varandra. Denna debatt är också en del av undervisningen i skolor för tibetanska barn och unga och kan ses som ett sätt att bevara kulturella och språkliga traditioner. I vår artikel utvecklar vi aspekter av denna argumentationsteknik som har relevans för vår svenska utbildningskontext och kontrasterar den mot den antika retorik, som fått ny aktualitet i västerländsk skola och samhälle de senaste decennierna. Syftet med denna artikel är därför att belysa den tibetanska argumentationstekniken i relation till klassisk retorik och ett svenskt utbildningssammanhang. Vi diskuterar också i vilken mån den tibetanska argumentationstekniken kan inspirera i ett arbete för ökad respekt och ömsesidig förståelse – inte polarisering – i både klassrum och samhälle i dagens Sverige. Det empiriska materialet till artikeln består av observationer och intervjuer med studenter och lärare i Dharamsala, observationer i klassrum i Dharamsala, analys av läroplanen och fältanteckningar. Våra resultat pekar på att debatterna tycks engagera eleverna och en del debatter blir inte bara levande utan också känslomässigt engagerande. Resultaten visar också att debatternas avsikt är att skärpa tanken och kräver att man är kunnig, påläst på sitt ämne, och nyttjar källorna som argument.

  • 259.
    Edvardsson, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns syn på lek i relation till genus2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 260.
    Ehn, Annalena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Språket som verktyg i matematik och NO-ämnen: Två ämneslärares erfarenheter av att möta elever med olika språklig förmåga2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe some secondary school teachers’ experiences from meeting pupils with various levels of language comprehension. My focus is on teachers of Mathematics and Natural Sciences.

    The study focuses on four questions: Which different types of students’ language competence have the teachers met? What challenges and possibilities do they see in these meetings with the students’ different language competence? In their experiences, what support have they received to encounter these challenges? What importance does language have when it comes to improving subject skills, according to the teachers? 

    The research method has been interviews based on life experience with life stories as an attempt. Two active teachers have been interviewed.

    Both teachers stress the importance of language in the pupils’ learning. Personal meetings with students with language difficulties have been crucial to the teachers’ reflections on their own teaching today. Through increasing understanding the teachers in the study have related differently depending on the variation of language competence they see on a daily basis in order to develop the students’ subject skills. The teachers in the study stress the importance of focusing on the subject’s specific vocabulary when teaching. Important aspects when it comes to learning are, according to the teachers, a permitting atmosphere in the classroom together with a good teacher-student relationship. Both teachers call attention to support from colleagues, but lack the competence of a remedial teacher when meeting pupils with varied language knowledge, both in supervising discussions as well as in everyday work with the students. 

    My conclusions are that it takes time to experience and understand the burden of work of the students learning situation when there are language barriers. The importance of the teacher-student relationship when it comes to strengthening the students’ self-esteem and reaching beyond and past barriers must not be underestimated. The remedial teacher is important not only to the teachers’ required supervision considering language competence but also to the students’ daily work where language can be a barrier to learning. 

  • 261.
    Einarsson, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Den fria leken: En kvalitativ studie om förskollärares föreställningar kring den fria leken2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate preschool teachers conception of the free play. I would like to get an understanding and knowledge of the free play and its educational importance. I hope that my study will provide active educators and prospective preschool teacher reflection on the free play, what it means and stands for. The questions which my study is based on is: What does the free play means? What is the free play for educational purposes based on the intentions of the curriculum for the preschool? To carry out my investigation, I chose a qualitative research method. I have interviewed four preschool teachers from two different preschools. 

    It emerges in the study's results that the preschool teachers believe that the free play is the time where the children themselves control their time. The children may come up with ideas and decide what they want to do. The free play is characterized by imagination, joy, desire and creativity. The free play is very important for children's social competence. Children learn to be considerate, respectful, turn-taking and have empathy for other people. Are you currently an active educator that is responsive to children's curiosity and what they are interested in, then there are no limits to how much free play can give.

  • 262.
    Einarsson, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Språk och kommunikation med hjälp av TAKK: Förskollärares erfarenheter av TAKK2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 263.
    Ekberg, Linnéa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Återvinning i förskolan: Förskollärares arbete med återvinning i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to increase the knowledge of how to work with recycling in preschool with the children and to see if there are any differences in how they work with recycling depending on the age of the children in the group. The study is based on qualitative semi-structured interviews with ten preschool teachers in six different preschools. The results show that the work with recycling can be accomplished in a variety of ways and the ways to use vary between different schools and departments. Most departments describe the work with recycling in preschool by reusing materials, sort out household waste and recycle food scraps into a compost bag. It also appeared that work with recycling in preschool occurs to a greater extent with older children compared to younger children.

  • 264.
    Ekelund, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kommunikation i barns lek: Hur barn använder olika kommunikationsformer i leken2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With this study, I want to gain a deeper understanding for how children, who have difficult to express themselves through speech, use various forms of communication to create meaning and integrate together. How do the children communicate with each other? Do they use sign language when they play? Will they be understood? To examine this, I used qualitative observations at a preschool where both children who had hearing impairment and children who came from different countries participated. The preschool used sign language in everyday life. The result showedthat itwas not onlydeafchildrenwho usedsign languagebut also thechildrenwith another mother tongue. The children usedsign languagein the gametoshow their feelingsand to communicatewith the others.Eventhe body languageandfacial expressionswere used extensivelyduringthe game. The observationsthat were madeshowed thatitcould sometimesbe misconceptionsamongchildrenevenifthey mostlyunderstood each other. Sign languagebecamea toolin the game forthose childrenwho, for variousreasons, neededsupportto communicate.By deliberatelyusesign language asapartof everydayactivity the preschool getsuch an approachthat it is neitherpointingoutordiscriminatethose children whoare in need ofsign language.

  • 265.
    Ekeroth, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Pedagogers inställning till läroplanens betydelse under utevistelsen.: En studie om läroplanens betydelse i utevistelsen2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to learn more about the ways preschool teachers´ identify outdoor activities linked to the curriculum. There is also an interest to understand the preschool teacher role in the outdoor environment and children’s learning processes. The intention is to gain a deeper understanding of the preschool teachers’ work with the curriculum during outdoor activities.

    Two questions responds in the study:

    • In what way do the preschool teachers’ perceive their role in outdoor activities?

    * What ways are the environment described as significant to learning?

    In order to respond to these questions a qualitative group-interview was conducted. Focusing on the importance of the preschool-curriculum during outdoor activities. A phenomenographical approach were used, to analyze the material.

    The study shows that a well-considered preschool yard can stimulate children's curiosity and contribute to spontaneous learning opportunities. A crucial factor is how well the teacher knows the curriculum and how it can be applied during the outreach. The result gives examples on the significance of the preschool teacher´s approach to children. Further, on ways these approaches affect the children and their learning process.

  • 266.
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Skolledarutbildningen: Fyrtio års tillbakablickande2015Report (Other academic)
    Abstract [en]

    From 1930 until 1970 dispersed efforts were made in Sweden to educate school leaders. In 1975 an organisation for a systematic education of school leaders carried by the state was established in the country. A review is presented of the five different editions of school leader education that have existed in Sweden since then. Work of state committees and decisions at national level are described that have influenced the content, the design and the organisational localisation of the Swedish school leader education. The institutionalisation of the educational programme for school leaders in Sweden is clarified. The author of the book participated in the state committee that presented a proposal that was used as the ground for the first edition of the Swedish school leader education. He served for fifteen years as the manager of the Swedish school leader education.

  • 267.
    Ekholm, Sofi
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Med läslusten i centrum: Skolbibliotekarierna som resurs i elevernas literacyutveckling2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to describe the experiences of school librarians’ work of pupils literacy within school library activities and the experiences of school librarians’ cooperation with teachers. The study is done in Finland. A school library is a library within the school with a full or part time school librarian. The library and the librarian are there for the pupils in the school. This study poses four questions: What specific qualities in pupils' literacy learning appear as central to school librarians’? From the school librarians perspective how is it possible to understand the differences in reading and writing development? How does the school librarian view cooperation between school librarian and the other staff members? In what way can school libraries and librarians be understood as a resource for students' literacy learning?

    This study is based on a literacy perspective where being taught to write is regarded as a possibility for pupils to enable them to take part in different literacy practices

    A qualitative research interview method was used to interview four school librarians.

    This study indicates that central for school librarians is that all pupils develop a love of reading and that without this it is difficult for pupils to either find or maintain an interest in reading. School librarians are also able to detect a change in the type of reading pupils engage in as a result of the technological development in society. The school library may however be open for all pupils regardless of their individual level of reading and writing development. The school librarian however may, through personal contact with pupils, provide individual tutoring and help. School librarians experience a need of closer cooperation and shared knowledge with class teachers and special education teachers in order to best help the individual in the library situation.

    By using Ivaničs framework as analysis it is apparent that school librarians use mostly skill and creativity discourses in their work with pupils.

    The conclusion from this study is that school librarian is an underrated resource in schools. Classroom teachers, and particularly special education teachers could benefit greatly from a closer collaboration with school librarians and their knowledge of children´s literature.

  • 268.
    Eklund, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Trygghet i förskolan: En studie gjord på yngrebarnsavdelningar2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have chosen to write a study about safety in preschool in purpose of contributing the knowledge about safety in junior departments. The results of this study were developed through semi-structured interviews in order to answer how pre-school teachers describe their perceptions of safety in preschools, how they work with pre-school safety and the challenges they face in the work of safety in preschool. The result shows that safety is the foundation of all educational activities and that the preschool teachers need to be present and responsive, if they will manage to keep the children's connection system in hibernation. The youngest children in preschool show that they feel safe when they dare to leave the preschool teachers in order to explore the surroundings. They also dare to participate in different activities, try new things and take their own initiatives. The introduction is seen as an important part of the preschoolers' work with safety, where one agrees that a parental active introduction is preferable. The biggest challenge in the work with child safety in preschool is the number of staff in relation to the number of children in the child group.

  • 269.
    Eklund, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Lek är viktigt! Väldigt, väldigt viktigt".: En inblick i synen och arbetet med lek i förskolan i Nepal.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to create knowledge about the view on play and work with play in Nepal’s preschools. To do that I travelled to Nepal and interviewed people who had an insight in either work regarding play in preschools or the view on play. I used a kind of interview were the person I interviewed got the phenomenon “play” to discuss and to reason about, without my values. The results show that preschool teachers in Nepal have a governing approach regarding play and that play is used as a learning technique to promote further knowledge. My results provide an increased understanding regarding different preschools and how they use play in their work. With this knowledge we can find new and different ways to use play in Swedish preschool activities. As well as a perspective on the dominant view on play in Swedish preschools. 

  • 270.
    Eklund, Johanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogens roll i barns lek2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 271.
    Eklund, Josefine
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Högläsning som redskap vid barns språkutveckling: En studie av språkfrämjande arbete i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    My study focuses on how teachers in kindergarten use storytelling or reading aloud as a method to develop literacy and language skills among children. The purpose for my study was to get a deeper knowledge how teachers use read aloud as a method to encourage childrens language skills. The methods used in my study are interviews and observations.  I interviewed and observed the same teacher in the storytelling activity. First I observed the teacher just to see how the storytelling activity proceeded and then I followed up with an interview of the teacher for deeper answers to my questions.

    The result I got was that children, in early age, learn ”everyday words” through picture books which they can relate to and books that focus on children’s interests. The older children often got to listen to chapter books to develop a deeper language skills. By using their voices the teachers makes it possible for the children to get a deeper interest in the books, words and the children can be a part of a deeper discussion that also encourage the development of their language skills. The voice changing makes it possible for children to learn more about their own feelings and how a for example an angry lady sounds like. The children can also see the reader’s bodily language.

    Keywords: Reading, Preschool, read-aloud, shared reading and print

  • 272.
    Eklund Löfgren, Ida
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Pedagogers reflektioner om den fria leken i förskolans verksamhet: En kvalitativ intervjustudie baserad på fyra pedagogers reflektioner2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 273.
    Eklöf, Linda
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barnens bidrag till verksamhetsutvecklingen.: En undersökning av förskollärarnas perspektiv av hur barns deltagande i dokumentationsprocessen kan bidra till verksamhetsutveckling.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Many studies on children's participation in the documentation process are car- ried out through observations. The purpose of this study has been, that by ask- ing the preschool teachers, through a survey, to give their perspective on the question of whether children's participation can contribute with the develop- ment activities. The answer to this question has been obtained by sending out a questionnaire to a number of preschools within a county in Sweden. By using questions that have been asked from a socio-cultural perspective and a child's perspective, the respondents have replied based on their situation. Another the- oretical concept that has gained focus in this study is pedagogical documenta- tion. By combining these two perspectives with pedagogical documentation, the answers have been interpreted in order to get a result of how the respond- ents believe that the children's participation in the documentation process can contribute to development activities. The result of the studies have shown that the preschool teachers have a great interest in pedagogical documentation, however the resources and knowledge of the subject are not sufficient, further education of the subject is needed.

  • 274.
    Ekman, Ellinor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Integrering av barn med utländsk bakgrund i förskolan: Integrering av barn med utländsk bakgrund i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att få en förståelse för pedagogers syn på och erfarenheter kring integrering av barn med utländsk bakgrund och dess familjer i förskolan. Studien genomfördes med hjälp av en enkät som skickats ut till förskollärare där frågor ställts om hur man arbetar med barngruppen i och med olika kulturer och hur de bygger upp relationer. Studien analyserades kvalitativt med enkät som datainsamlingsmetod och med ett kvalitativt perspektiv. Resultatet redovisas genom att förklara olika prototeman som uppkommit utifrån respondenternas svar. Det visar sig att det tyvärr inte finns så mycket intresse för ämnet mångfald utan det ses ofta som ett måste. Respondenterna lyfter fram vikten av det egna intresset och engagemanget, det är det som främjar och skapar mångfald i förskolan. Möjligheterna till fortbildning inom ämnet verkar enligt respondenterna ligga i deras egna händer och styrs inte ofta av förskolechefen. Det kan bli problematiskt för att alla barn i förskolan ska få likvärdiga förutsättningar kring mångfald, integrering och kulturalitet.

  • 275.
    Ekmark, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    En inkluderande skola för alla?: En kvalitativ intervjustudie om tre pedagogers syn på begreppet en skola för alla.2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study presents some teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some teachers' views and thoughts on the concept of "an Education for everybody" and how these teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three teachers, one primary school teacher, one special education teacher and one preschool teacher.

    The conclusions were that the concept of education could be understood in different ways. One teacher said that today’s school is for everyone because all children have the right to go to school. The other teachers said that today’s school is not a place for everybody since some children go to separate schools and special schools. The importance of including all students became clear since the teachers felt that that was the goal, but that the environment and time plays a big role when working with it. The teachers felt that more recourses would contribute to a more including and integrating environment. The school must adapt to the students' needs regardless of what they might be.

  • 276.
    Ekström, Linda
    et al.
    Skolforskningsinstitutet, Solna.
    Appelgren, Alva
    Skolforskningsinstitutet, Solna.
    Hafsteinsdottír, Elin
    Skolforskningsinstitutet, Solna.
    Bergman, Eva
    Skolforskningsinstitutet, Solna.
    Bergman, Maria
    Skolforskningsinstitutet, Solna.
    Taloyan, Royan
    Skolforskningsinstitutet, Solna.
    Brevik, Lisbeth M.
    Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Reichenberg, Monica
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Läsförståelse och undervisning om lässtrategier2019Report (Other academic)
    Abstract [sv]

    Den här systematiska översikten beskriver vad det samlade vetenskapliga kunskapsläget säger om relationen mellan undervisning om och användning av lässtrategier kontra läsförståelse. Lässtrategier definieras i denna översikt som medvetna, målinriktade försök att kontrollera och moderera läsarens arbete med att avkoda text, förstå ord och konstruera mening från text. Översikten fokuserar på elever i åldern 10–19 år, det vill säga motsvarande mellanstadiet och högstadiet i svensk grundskola samt svensk gymnasieskola, och på undervisning om och användning av lässtrategier inom ramen för skolans samtliga ämnen utom ämnen som motsvarar moderna språk inom den svenska skolan.

    Lässtrategier är alltså generellt sett ett redskap som elever kan använda sig av när de stöter på problem i sin läsförståelse. Vilka redskap det mer specifikt handlar om, hur dessa redskap kan kombineras eller vilka redskap som är mer eller mindre användbara i olika situationer är frågor som lärare kan behöva mer kunskap om.

    Genom denna översikt vill vi därför bidra till fördjupad kunskap om vad arbete med lässtrategier innebär liksom hur och för vem lässtrategierna bidrar till förbättrad läsförståelse.

    Översikten utgår ifrån följande överordnade frågeställning:

    Vad kännetecknar effektiv lässtrategiundervisning och lässtrategianvändning hos elever i åldrarna 10–19 år?

    Med effektiv menar vi att lässtrategiundervisningen och lässtrategianvändningen har en positiv effekt på elevernas läsförståelse, baserat på läsförståelsetester, observationer eller elevers självrapportering.

    För att besvara den överordnade frågeställningen har vi ställt följande mer specifika frågor:

    A. Vilka lässtrategier undervisas om och används i de i översikten ingående studierna?

    B. Vilken lässtrategiundervisning bidrar till utvecklad läsförståelse hos elever?

    C. Hur beskriver elever själva sin användning och nytta av lässtrategier?

    D. Hur varierar användning och nytta av lässtrategier med faktorer som kön, läsförmåga och språkbakgrund?

  • 277.
    Ekström, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    ”Utvecklar ni verkligen skolan?”: En kvantitativ studie av förstelärarens erfarenhet om att bidra till skolutveckling2018Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    Syftet med denna uppsats är att undersöka förstelärares erfarenheter av sitt uppdrag. Det är en kvantitativ studie där data insamlats med hjälp av en öppen webenkätundersökning som skickats till en kommuns samtliga förstelärare. Studien fokuserar på hur försteläraruppdraget upplevs ha utformats, och på vilket vis förstelärare anser att de kan bidra till skolutveckling genom sitt uppdrag. Undersökningen lyfter även upp skillnader mellan förstelärares erfarenheter inom en och samma kommun.

    Resultatet visar att förstelärarollen är kommunicerad med rektor och skolledning, men att förstelärarna även har ett stort eget utrymme att kommunicera sitt uppdrag till kollegor. Den visar även att rollen upplevs vara riktad till att i första hand utveckla lärande kopplat till elever och klassrum och i andra hand till kollegial utveckling. Anknytningen till utveckling av den enskilda skolan är stor, men det kollegiala ledarskapet är inte alltid tydligt.

  • 278.
    Ekström, Nina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns hypoteser och initiativ i en fysikaktivitet om flytkraft: En studie om barns initiativ ien problemlösande aktivitet om flyta-sjunka2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to find out how five-year-old children explain and find solutions in relation to a problem-solving experiment around the physical phenomenon float-sink. The method that was opted to use was video observation. The study is based on a video observation that lasted for 25 minutes with four children who were around five years old. The activity was divided into two different parts, the first part focused on hypotheses around the outcome of different objects in water, if they would either float or sink. The other part focused on problem solving, where the children should get something that earlier sank to float. The result of the study shows that the children focused on weight, form and size of the objects, in predicting whether they would sink or float. The children also show a big interest and take initiative to solve the problem that they were given in the beginning of the activity. They construct and shape the different materials and they succeed by creating an aluminium boat that could carry a pinecone and three stones.

  • 279.
    Eldh, Veronica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    inflytande i samlingssituationer på förskolan: Hur ser förskollärare på barns inflytande i samlingssituationer2015Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
  • 280. Elf, Nikolaj
    et al.
    Gilje, Øystein
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). 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).
    Slotte, Anna
    Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis2018In: Multimodalitet i skole- og fritidstekstar. : Ein vitskapleg antologi / [ed] Rogne, M. & Rune Waage, L., Fagbokforlaget , 2018, p. 71-104Chapter in book (Refereed)
  • 281.
    Elfgren, Carl
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Vad är vardagsteknik?: Niondeklassares syn på ämnet teknik och teknikundervisningen.2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Based on some of the objections of the Swedish Schools Inspectorate quality audit of the subject technology in 2014 this research puts some questions; What do the students think about the technology subject, what do the students think the subject should teach?  

    The research was conducted as a survey in a suburban school in Stockholm, presented to 125 students in grade 9. 

    The research is focused on objects that the students they have worked with and the objects they want to work with, and where the objects can be used in the students' everyday lives. The questionnaire also includes background questions with the students' assessments of the current school teaching in general and the teaching in technology. 

    The results show that students perceive a technology education that is neither interesting nor uninteresting. The technology teaching is not useful in their everyday life. Students who value technology education the most also see the most benefits from the subjet. The benefits they see are of relatively complex technical nature. It is also complex technological objects or areas they would like to work with.

  • 282.
    Elfström, Jeanette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hur pedagogerna jobbar med teknik i förskolan.: Pedagogernas syn på teknik.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 283.
    Elg, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tecken i verbal kommunikation för språkutveckling i förskolan.: En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to show howcome ACC (Augmentative and alternative communication) would be used in preschool with all the children and not just with the children who are in need of it. This study therefore has the task of comparing two different preschools, one municipal and one private, to get knowledge of educators perceptions and expectations of its work with ACC in verbal communication with the children. To conduct the survey, questionnaires were sent to the respondents. One group of informants was working at a municipal preschool, the other group is working at a Swedish church's preschool. The questionnaires were compiled to show any similarities or differences among the preschools and what these may be depended on. The results show that educators in the municipal preschool are familiar with the work of ACC and welcomes the method. The replies from the respondents in the Swedish church's preschool are however show a certain resignation because respondents say they want to use ACC but they don’t really manage to create time and opportunities.

    The study also shows that the work of ACC in preschool represents a solid support to all children's language development and vocabulary building, regardless of difficulties. Thus it can be concluded that ACC contributes to children are treated in an equal way in linguistic communication with adults.

  • 284.
    Eliasson, Gabriella
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Högläsning i förskolan: En studie om pedagogers insikt och kunskap kring effekterna på barns språkutveckling2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to shed light on the educators´ insight and knowledge about the effects on children`s language development in a selection of Swedish preschools. The reason is that reading is done in different ways depending on what kind of preschool you visit. In this sense the study seeks to give an overview on differences and similarities among the selected Swedish preschools. The method that has been used in this study is a survey which has been sent out to the preschools in the chosen region. The theoretical starting point is the socio-cultural perspective and, in this sense, Vygotskijs thoughts about mind and language is highlighted. The results show that preschool teachers have insight and knowledge about the effects on children´s language development and that the environment is an important part of the reading procedure. All the preschool teachers pointed out the need of more pedagogical resources to make the reading as adapted to learning as possible based on the individual needs and conditions of all children.

  • 285.
    Eliasson, Jessica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Klä på er så går vi ut": En studie om olika typer samt strategier av och kring samtal i förskolans tambur2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out how teachers out in the operations are using everyday situations in the hall to promote childrens language development. To investigate this purpose, this study will go through two issues. 1. What strategies has the pre-school teachers to take advantage of the talks with the children when they are in the hall? 2. What type of conversations can be seen in the hall?

     

    The theory underlying this study is Lev Vygotsky's theories of language development, interplay and interactions. The empirical data for this study was conducted through observation of educators in routine situations in the hall in the preeschools, in two different preeschools. The analysis of the data collected shows that the linguistic and communicative interaction between children and adults vary at different preschools. On one of the preschools that was observed, did interaction between adults and children largely consisted of short commands and reprimands. While observations on the second preeschools showed more how educators were more indicative of the kind where they used their own language skills to help children understand their world through the linguistic terms and constructing sentences.

     

    The study shows that there is an awareness of language and language in routine situations to some extent, but this is something you can continue to work and develop more in preschool.

  • 286.
    Eliasson, Malin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns inflytande i förskolan: En studie om hur barn själva ser på sitt inflytande i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with my study is to gain knowledge about how children perceive their own influence in preschool. I have used the qualitative method child interviews, to answer my questions. I have by using this method had a chance to get the children's view on influence, described to me with the children's own voices. After this, I have analyzed the children's thoughts and formulated them in my work. My results show that the children of my chosen preschool have a fair ammount of influence in the daily activities of the preschool. The children claimed to have more influence in the freer activities durin the day such as free play, than in the controlled activities such as collection and group work. My results showed that the children of the selected preeschool felt that it was the teachers who were those who generally decided at the preschool.

  • 287.
    Elin, Gustafsson
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barn i behov av stöd-och deras rättigheter: Demokrati och barns rättigheter i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 288.
    Elisabet, Persson
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Att ge matematikläxor i årskurs 1-3: En kvalitativ studie av lärares syn på läxor i matematik2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Homework or no homework has been frequently occurring discussions in society over the years. Today, more teachers than ever have taken sides about homework. But which purpose do the teachers that provide homework have, and can they see the advantage with homework?

    The purpose with this essay is to examine why teachers at younger ages provide homework in mathematics and what the benefits are?

    To reach some answers in order to find out some answers to my questions I have made a qualitative study by interviewing six teachers, teaching classes from grades1-3. I have also been studying some other research and literature that are dealing with these questions.

    The result shows that despite that the teachers have chosen to provide homework they cannot always see any effects. The most common type of homework has the purpose to repeat what has been taught at school. The pupils are supposed to manage to do their homework on their own without any help from their parents. Other purposes that are mentioned in the research are joy, motivation, responsibility and to create a link between school and the domestic environment. The follow-up of the homework consists of the teacher marks the homework and sometimes gives it back to the pupils with comments.

  • 289. Ellvin, Madeleine
    et al.
    Tengberg, MichaelKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Skar, Gustaf
    Svenskämnet i förändring?: Perspektiv på de nya kurs- och ämnesplanerna.2011Collection (editor) (Other academic)
  • 290.
    Elm, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärarnas arbete och medvetenhet kring barns motoriska utveckling: En studie om hur förskollärare arbetar för att främja barns motoriska utveckling2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A good possibility for movement and conscious motor training creates opportunities for children to develop motor skills, which can lead to better school performance. Previous research shows that today's sedentary activities such as TV, tablets and computers etc. have negative impact on health and may lead to a variety of adverse health effects. This study focuses on finding out what grade of awareness, vision and knowledge preschool teachers have about child motor development, and how they work to stimulate the children in pre-school so that they develop good motor skills. The method used in the study is semi-structured interviews with six pre-school teachers. Their answers will be processed in the results and analysis section of the work. Previous research has shown that motor training at an early age gives good health and good opportunities for cognitive learning. Motor skills are considered pertinent in order to develop both social skills and a good self-esteem. The results of this study show that there are big differences between the various pre-schools and much depends on the pre-school teachers level of ambition and interest in the development of motor skills. It appears that some of the teachers are working actively and consciously with motor exercises, while others believe that children automatically get a lot of motor skill training in preschool through, for instance, the preschool playground. The pre-school playground and the forest were pointed out as important sites for motor training by many of the preschool teachers. It also reveals that several pre-school teachers believe that the knowledge of motor skills in pre-schools is small. In the last part of this study the results are discussed in relation to previous research.

     

  • 291.
    Elofsson, Elenor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskolebarns tankar om nedbrytning: En kvalitativ intervjustudie om hur barn tänker kring olika föremåls nedbrytning2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 292.
    Eltonson, Jeanette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Flerspråkiga barn med språkstörning: En studie om förskolpersonals arbetssätt2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 293.
    Emma, Lorin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Professor von Trapps flygande matta har kraschat: En studie om hur man kan arbeta med teknik i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att få kunskap om hur man kan arbeta med teknik i förskolan. Studien fokuserar på pedagogernas erfarenheter och kunskaper inom teknik i förskolan. Två pedagoger från två olika förskolor intervjuades med semistrukturerade intervjuer som metod.

     

    Resultatet i studien visar att teknik kan läggas på olika nivåer beroende på barnets ålder. Resultatet visar att det finns mycket vardagliga moment som är teknik som man kanske inte riktigt tänker på är teknik i förskolan, som att dra upp dragkedjan, spola i toaletten och få upp en pedalhink. Resultatet visar även på att man kan få in teknik på ett roligt och enkelt sätt genom exempelvis teman. Tidigare forskning visar att rolig teknik i tidig ålder kan göra barnen nyfikna på teknik, att det ger dem en bättre inställning till teknik i ungdomen.

     

    Slutsats: Teknik går att introducera redan i tidig ålder, teknik kan vara enkelt, teknik finns överallt, teknik kan vara kul.   

  • 294.
    Emmott, Rebecca
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Grönsaker i förskolan: Hur barnens konsumtion av grönsaker påverkas av pedagogerna i förskolan under lunchen.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the global obesity epidemic, research has shown that early prevention methods are of upmost importance. One of the strategies to promote healthy eating is through increasing the consumption of vegetables of children. This thesis gives an insight into the previous research carried out which outlines the various ways in which Pre-School pedagogues can encourage children to consume more vegetables during lunch. Using the qualitative method of observation, two groups of children during a lunch time environment were observed when sitting with two different pedagogues. The theoretical framework of this thesis is based upon Goffmans dramaturgical perspective and Merleau-Pontys life-world theory. This meant that the focus of the observations were also on the body language of both the children and the pedagogues.

    The results showed that the pedagogues have an open atmosphere towards the children and encouraged the children to consume more vegetables with the help of many different strategies. There was some conflicting evidence on how important the pedagogues viewed that the children must or mustn’t consume vegetables during every lunch time. The implications of this study have shown that pedagogues have different views and strategies as to encourage children to increase their consumption of vegetables. 

  • 295.
    Engelbrektsson, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Barns utveckling och lärande2016Independent thesis Basic level (professional degree), 210 HE creditsStudent thesis
  • 296.
    Englund, Marie-Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Astrid Lindgren och hennes flickor: En kvalitativ analys av flickkaraktärer i Astrid Lindgrens fiktiva värld2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    If we look at the world around us with a critical glance from a gender perspective we often notice that there are expectations of children because of norms, not least for the girls. This is widely used also in fiction and this shaped my wish that with this study examining girls in fictional roles. The author Astrid Lindgren has in her literature often one or more girls in prominent roles why my choice fell on to take a closer look at and analyze a few of these.

    The aim with this study has been to analyze selected girls' characters and stories by Astrid Lindgren. As a method for my study I have used a broad qualitative analysis from a gender perspective which created the conditions needed to provide answers to the work's questions about the characters and its similarities-and differences. What I found was that, even though they were written on different occasions over a forty-year-long period, the characters had a lot in common. Some of the common qualities between the characters were strength, skills and a willingness to do good. Which can therefore be assumed to have been important qualities to Astrid Lindgren.

     

  • 297.
    Engman, Lisa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barns möjligheter till fysisk aktivitet i förskolan: En kvantitativ studie om förskollärares attityd till didaktiskt planerade rörelsestunder i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine the attitude of pre-school teachers to  planed physical activity in preschool. This study find out which factors may affect the implemention of planed physical activity in preschool.

    This study was conducted through a questionnaire. It was sent to pre-school teachers with an pre-school teacher education. 160 pre-school teachers answered the survey.

    The results show that preschool teachers have a positive attitude towards didactically planned physical activities in preschool. However, despite a positive attitude, the children are not physical active to the extent that they might need to reach the recommendations for 60 minutes of physical activity per day (Berg & Ekblom, 2016). However, time shortages and small premises seem to be an obstacle to planned physical activity times, and according to the survey, cognitive activities often go before the physical activities. The survey has also shown that some pre-school teachers think that children move sufficiently through the free play, and didactically planned activity times are not considered necessary.

  • 298.
    Engström Lindh, Louise
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärares användande av IKT i förskoleverksamhet: En strukturerad systematisk observationsstudie2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The foundation of the Swedish preschool is based on the curriculum Lpfö98 /10. In these policy documents there are some different goals that the preschool teachers strives to use in the educational work. One of the learning objectives in the technology subject is to encourage pupils to develop through experience and guidance. The curriculum Lpfö98 /10, marks the importance, that the preschool teachers take responsibility for the pupils safety, their development and that every child has a good learning environment (Skolverket, 2010). The purpose with the present study is to examine how teachers use new information and communication technology in their everyday work. A research has been done in four different preschools in Sweden about the use of (ICT). The method used in the research is structured observations. The result of this study presents differences in how pedagogues act and support ICT in preschool, both in frequencies and choice of activity. The most common way of act and support ICT was when pedagogues helped the children in their use of ICT.

  • 299.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Barn och digitala medier2014In: Förskollärarens metod och vetenskapsteori / [ed] Annica Löfdahl, Maria Hjalmarsson & Karin Franzén, Stockholm: Liber, 2014, p. 92-102Chapter in book (Other academic)
  • 300.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Digital literacy as a prerequisite in online teacher education2017Conference paper (Refereed)
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