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Browsing by Subject "barnets perspektiv"

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  • Kruskopf, Sofia (2018)
    The purpose of this thesis is to get an insight in kindergarten teachers’ thoughts about children’s participation and how children can influence in kindergartens and pre-schools. The focus on this study is kindergarten teachers’ thoughts and experiences on children’s participation. The theoretical background discusses children’s participation and what it means to take a child’s perspective. National regulatory documents and previous research is also discussed. This study is a qualitative study with interviews as method. Five kindergarten teachers were interviewed, three of which work with 3 to 5-year-olds and two at pre-schools. The interviews were recorded and transcribed. The results indicate that the kindergarten teachers consider children’s participation to be important and are encouraging children to influence in kindergarten and pre-school. The age of a child is not an obstacle for them to influence, but the age affects on how they can influence. All interviewed kindergarten teachers work with projects where the theme is decided by the children. Furthermore, children’s participation can be seen in daily routines and spontaneous situations. The kindergarten teachers experience difficulties within both the child group and amongst staff when it comes to children’s participation.
  • Aalto, Jenna (2017)
    The aim of this study is to gain insight into how preschool teachers in the field think about the physical activity in preschool; how they plan physical activity, the opportunities and challenges they face in making the child involved and how they organize physical activity from a child's perspective. The study highlights what preschool teachers value in the planning stages and during the actual moment of physical activity. The research questions for this study are "What does the preschool teacher highlight in the planning of physical activity and during the moment of physical education?” and " What opportunities and challenges are there for the preschool teacher to make the child involved in the moment of physical activity? The theoretical part deals with how physical activity looks like at the preschools’, what the child's perspective and participation means, and how the preschool teachers and the preschools approach to physical activity affect the physical education. The research was carried out by using a qualitative research method and the data collection was done by interviewing three preschool teachers. The interviews were recorded, transcribed and analyzed. The results suggest that teachers attach importance to versatility, variety, effectiveness and joy of movement in the planning phase of the physical education. The physical education class structure has to be the same, a clear introduction, a main part and a conclusion. During the physical education, teachers’ value that all children are active, try out new things, get challenged and deal with different equipment. The original plan doesn’t need to hold and the preschool teacher must be flexible, be able to read into the group of children and be also manage to take the child's perspective. In order to make the child involved it is necessary to listen to the children's wishes. The concepts of the child’s perspective and the child’s participation are familiar to the preschool teachers, but there are variations in how they are perceived. The challenge is how to take the child's perspective and how to make the child involved and thus needs to be emphasized in the policy documents, staff meetings and training courses.
  • Åkermarck, Alexandra (2017)
    Food and meals together with each other are two thankful topics for both children and pedagogues at the kindergarten and preschools. Food belongs to one of the few thing that makes us satisfied and the opportunity to be social with other people at the same time that’s why the information about food overall should be more common for children at the kindergartens and preschools. The purpose with this thesis is to highlight children’s thoughts about mealtimes at preschools and to use these thoughts as help to develop the mealtimes at kindergartens, preschools and at home. I’ve used a qualitative method to get the best possible result for this thesis. In total I have interviewed twenty children in four different groups; five children in each group. The most central result that came out with this thesis is the fact that the meals should be developed in a larger scale. It’s not only the meals that should be developed, it’s the hole food preparation and the information about where we get our food from and what we eat that also should be developed.