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För fritidshemmet betonar policydokument att elever ska stöttas särskilt utifrån det sociala lärandet. Elevers sociala lärande kan tolkas utifrån det som i läroplanen beskrivs som arbetet med skolans värdegrund. Värdegrundsarbetet är en central del av uppdraget och i läroplanen betonas även vikten av att personal är aktiva och medvetna i sitt uppdrag. Detta kapitel baseras på en studie, vars syfte är att belysa fritidshemspersonals perspektiv på arbetet med socialt lärande i fritidshemmet. Sammanlagt gjordes fyra gruppintervjuer med totalt 21 fritidspersonal, på deras respektive arbetsplatser. Resultatet visar skilda perspektiv på hur personalen förhåller sig till att samtala om värdegrundsarbetet och hur de beskriver sin verksamhet utifrån det. Dels visar sig en uppfattning om värdegrunden som underförstådd och att den inte är nödvändig att samtala om. Dels framträder bilden av en verksamhet med en uttalad medvetenhet om betydelsen av de kollegiala samtalen som grund för arbetet med att kontinuerligt främja elevers sociala lärande. Utifrån dessa perspektiv diskuterar vi kollegiala samtal som en del av ett didaktiskt reflekterat värdegrundsarbete i fritidshemmet.

This study forms part of a larger project about developing and using interactive technology to facilitate young children's participation in healthcare situations. Children's participation in these situations improves their motivation and situated understanding. Likewise, their participation helps professionals to more fully understand the child's perspective. In the project, an interactive communication tool, that is, an application suitable for tablet use, was developed with children, aged three to five, in two clinical settings. When tested, the children's participation cues, identified from video recordings of healthcare situations, were understood as having curious, thoughtful or affirmative meanings. This study aimed to investigate the similarities and differences in the young children's use of participation cues when using an interactive communication tool in healthcare situations. A secondary analysis of the identified cues was performed focusing on age, setting and examination or procedure. In total, 2167 cues were identified representing either curious, thoughtful or affirmative cues. The curious cues were mainly used (66%), followed by thoughtful (28%) and affirmative (6%) cues. Differences in cue usage were seen in relation to the children's age and setting. Knowing how children may react to common healthcare procedures may help increase healthcare professionals' awareness of the need to support children in an individual and situational way.

Purpose: A prerequisite for child-centred care is children's participation, which in paediatrics can partly be enhanced by using interactive technology solutions, for instance tablet or smartphone-based applications. These applications, however, mainly target older children. In a research project, a tablet-based application, i.e. a communication tool, was developed, meant to facilitate young children's participation in healthcare situations. This study explored health professionals' perceptions of what aspects are meaningful when jointly using such an application in healthcare situations. 

Design/Methods: Using the critical incident technique, 18 qualitative, semi-structured interviews focusing on critical incidents were performed with four health professionals who had used the interactive communication tool together with children in various healthcare situations. The data were analysed according to inductive content analysis. 

Results: Results showed that the health professionals described the use of the tool as meaningful because it provided information that helped the children increase their participation, modify their understanding of the situations, and reduce their fear. The tool was also perceived to contribute to a common language between the children and the professionals, which improved their overall communication. 

Conclusion: The introduction of an interactive communication tool in healthcare situations seemed to be beneficial for both the children and the health professionals.

Practice Implications: An interactive communication tool, facilitating both verbal and non-verbal communication, can reinforce children's participation in healthcare situations and contribute to positive outcomes in the childprofessional relationship, as well as in the situation itself. 

The first Swedish preschool for young children was established in 1836 to provide a practical solution to the problem of child supervision during the Industrial Revolution. During this period of intense industrialization, women began working in urban factories and thus required daytime childcare. A century later, in the 1930s, the Swedish idea of family policy was challenged by sociologists Alva and Gunnar Myrdal. They had a political vision of public childcare and championed a scientific approach to child development. A social pedagogical preschool was developed, emphasizing children’s right to an inspiring environment outside of the home. National reforms were implemented, establishing child health centers, child benefits for all children, and municipal grants for preschool teachers’ salaries.

The aim of this article is to scrutinize education for sustainability (EfS) in Swedish preschools, and especially how preschool teachers have articulated their work with economic sustainability objectives in practice. In this study we used an action-research methodology, and six preschool teachers from three preschools participated in the study. The theoretical framework was guided by critical theory, which was also used as a conceptual tool to explore agency and shared understandings as different ways of dealing with economic sustainability. The findings demonstrated that at the beginning of the project the preschool teachers did not view economic sustainability as part of the preschool’s objectives and activities, or the children’s learning. Nevertheless, in the dialogues between preschool teachers and researchers it became clear that the preschool teachers worked with these issues daily in their routines and in children’s activities and play.