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Föreliggande studie utgår från ett fenomenografiskt perspektiv med syfte att synliggöra förskollärares uppfattningar och tolkningar av förskolans läroplans mål Lpfö18 om biologi, i arbete med de yngsta barnen 1–3 år. Studien genomfördes genom semistrukturerade intervjuer med fyra förskollärare på tre olika förskolor. Tidigare forskning menar att biologi kan vara ett svårdefinierat ämne och att det är komplext. Däremot visar resultatet av föreliggande studie att förskollärare arbetar med olika delar av biologi hela tiden. De menar att biologi handlar om att följa barnen i deras intressen, samspela med dem och att i kommunikation dela med sig av sina kunskaper och ta vara på barns nyfikenhet. Resultatet visar sig även i förskollärarnas uppfattningar om biologi i förskolan som handlar om begreppsanvändning, frågor och diskussioner i vardagliga situationer. Olika uppfattningar om hur läroplanen används som stöd inom undervisning visar sig grunda sig i det egna uttryckta intresset och samspel med kollegor., This study is based on a phenomenographic perspective with the aim to show preschool teachers' perceptions and interpretations of the preschool curriculum's goal Lpfö18 of biology, in work with the youngest children 1–3 years old. This study was conducted through semi-structured interviews with four preschool teachers at three different preschools. Previous research suggests that biology can be a difficult subject to define and that it is complex. However, the results of this study show that the preschool teachers work with different parts of biology all the time. They mean that biology is about following the children in their interests, interacting with them and sharing knowledge in communication and taking advantadge of the childrens curiosity. The results also show that the preschool teachers' perceptions of biology in preschool concern the use of concepts, questions and discussions in everyday situations. Different perceptions of how the curriculum is used as support in teaching resulted in the expressed personal interest and in interactions with colleagues.

Studiens fokus är att se hur och om förskollärare resonerar kring kroppen isamband med biologi. Syftet med studien är att belysa förskollärareserfarenheter och uppfattningar kring utbildning om kroppen. Studien utgår frånen fenomenografisk metodansats. Metoden för studien är semistruktureradeintervjuer med sju utbildade förskollärare som arbetar på en förskola i enmellanstor kommun i Mellansverige. Studien genomfördes via en digitalplattform, eftersom det var många sjukdomsfall på förskolan. Resultatet visadeatt förskollärare till största del uppfattar att kroppen ingår i rörelseaktiviteter iundervisningen. Kroppen ansågs vara del av många olika områden inomutbildningen. Förskollärarna har olika erfarenheter kring att arbeta medkroppen och gav många olika exempel inom spontana och planeradeaktiviteter. Deras inställning till att arbeta med kroppen visade sig vara positivoch att de anser att arbetet med kroppen är viktigt, även om uppfattningarnavarierar. Studien bidrar till förskoleprofessionen genom att uppmärksamma attkroppen inte synliggörs på ett naturvetenskapligt sätt. Mina implikationer förverksamheten är att förskollärare behöver reflektera mer kring ämnet då detskulle bidra till att kroppen får mer utrymme i vardagen., The study focuses on how preschool teachers resonates about the body inconjunction with biology. The purpose of the study is to shed light onpreschool teachers experiences and perceptions about education about thebody. This study proceeds from a phenomenographic theory. The method ofthe study is semi-structured interviews with seven educated preschool teacherswho work in a preschool in a medium sized community in Sweden. Due tomany cases of illness in the preschool the interviews were carried out via adigital platform. Results showed that preschool teachers mostly define thebody in conjunction with physical movement in preschool education. The bodywas considered to be a part of many different subjects within the education.The preschool teachers had diverse experiences around working about thebody and gave many different examples within activities who was bothspontaneous and pre planned. Their attitude towards working about the bodyproved to be positive and that they consider the work to be important, eventhough the definition was varied. This study contributes to the preschoolprofession because it pays attention to the fact that the body is not made visiblein a way of science, which needs to be noticed. My implication for theoccupation is that preschool teachers need to reflect more on the subject. Thiswould contribute to the body getting more space in the everyday life inpreschool.

The pupose of the study was to increase knowledge about how anthropomorphism can support preschool children´s learning about the developmentstages of the butterfly in a teaching situation with anthropomorphic children´s literature, investigative booktalk and concrete material. To answer the purpose, questions were needed that povided answers to what kind of learning that occurred in relation to the prior knowledge and how the children´s learning was characterized in their retelling. The design of the study was based on a teaching sitauation that included a high-grade anthropomorphic children´s literature that was reading aloud with an investigative booktalk and concret material as didactic tools. The method was observation, and the theoretical basis was a socio-cultural perspective on learning that took place in interaction with the others in the childgroup. The results of the study showed that all groups of children learned the developmentstages of the butterfly as concepts and the concepts of the butterfly in the order of the stages. Anthropomorphism was the focus that branched out into anthropomorphic children`s literature, investigative booktalk and concrete material as didactic tools, all scaffolding were important for the learning. The childrens learning was characterized in their retelling either anthropomorphic or non-anthropomorphic, most of the childrens retelling were non-anthropomorphic. The conclusion therefore showes the role of anthropomorphism in preschool children´s learning as benficial when a non-human biological phenomenon is to be learned. Anthropomorphism serves as a support to explain bilogical processes that is different from human development., Syftet med studien var att öka kunskapen om hur antropomorfism kan stöttaförskolebarns lärande om fjärilens stadier i en undervisningssituation medantropomorfisk barnlitteratur, undersökande boksamtal och konkret material.För att besvara syftet behövdes frågeställningar som gav svar på vilket lärandesom skett i förhållande till förkunskaperna och hur barnens lärandekaraktäriserades i deras återberättande. Studiens design utgick ifrån enundervisningssituation som innefattade högläsning av en höggradigantropomorfisk barnlitteratur med ett undersökande boksamtal och konkretmaterial som didaktiska verktyg. Metoden var observation och den teoretiskagrunden var ett sociokulturellt perspektiv på lärande genom samspel med deandra i barngruppen. Resultatet av studien visade att alla barngrupper tog tillsig det nya lärandet av fjärilens stadier som begrepp och begreppen larv, puppaoch fjäril i stadiernas ordning. Antropomorfism var huvudfokuset som grenadeut i antropomorfisk barnlitteratur, undersökande boksamtal och konkretmaterial som didaktiska verktyg, vilka alla hade betydelse för lärandet.Barnens lärande karaktäriserades i deras återberättande antingenantropomorfiskt eller icke-antropomorfiskt där det icke-antropomorfiska stodför majoriteten av det återberättande som skedde. Slutsatsen visar därförantropomorfismens roll i förskolebarns lärande som gynnsam när ett icke-mänskligt biologiskt fenomen ska läras in i förskolan. Antropomorfismenfungerar som stöttning för att förklara biologiska processer som inte liknar denmänskliga utvecklingen

Studien har fokus på barns perspektiv och syftet med studien är att undersöka vad ett levande djur bidrar med i en undervisningssituation för äldre förskolebarn. Metoden som används i studien är observation av en undervisningsaktivitet med en efterföljande semistrukturerad gruppintervju. I aktiviteten och gruppintervjun deltog 4 barn från en förskola i en liten kommun i Mellansverige. I undervisningsaktiviteten deltog också ett levande djur i form av en afrikansk jättelandsnäcka. Vår insamlade data analyserades genom tematisk analys i sex steg och kategoriserades. Resultatet redovisas med hjälp av figurer på de olika kategorierna. Resultatet som har framkommit är att levande djur väcker en större nyfikenhet hos barnen än vad ett leksaksdjur gör. Det levande djuret gör att barnen upplever en lustfylldhet. Nyfikenheten genererar i att intresset väcks hos barnen och ett lärande sker. Data visar också på att barnen förknippar ett leksaksdjur med lek. Till skillnad mot det levande djuret som barnen fick vara väldigt försiktiga med så kunde de kasta och busa med leksaksdjuret. Tillsammans med det levande djuret skapades mer kunskap hos barnen jämfört med leksaksdjuret. Utifrån resultatet rekommenderas att arbeta med levande djur i förskolan där barnens intresse och nyfikenhet ska leda vägen till ett lustfyllt lärande., The focus for this study is children's perspectives and the purpose of the study is to investigate what a living animal contributes to a teaching situation for older preschool children. The method used in the study is observation of a teaching activity and with a subsequent semi-structured group interview. The activity and the group interview were attended by 4 children from a preschool in a small municipality in Central Sweden. In the teaching activity a living animal also participated in the form of an African giant land snail. Our collected data were analyzed by thematic analysis in six steps and was categorized. The results are reported using figures in the various categories. The result that has emerged is that living animals arouse a greater curiosity in children than the toy animal does. The living animal makes the children experience pleasurability. Curiosity generates in that the interest is aroused in the children and a learning can take place. Data also show that children associate a toy animal with play. Unlike the living animal that the children had to be very careful with, they could throw and tease with the toy animal. Together with the living animal, more knowledge was created in the children compared to the toy animal. Based on the results, it is recommended to work with living animals in preschool where the children's interest and curiosity should lead the way to an enjoyable learning.

Preschool shall offer children instructions in biology and this includes teaching about nature's different cycles. In this study, we want to highlight how biology teaching and the use of picture books can be linked. The purpose of our study is to highlight how picture books can illustrate cycles of nature in preschool teaching. The cycles of nature have been limited to the cycle of carbon and water. The method that has been used is a content analysis of text and pictures. 16 picture books published between the year 2000-2021 have been analysed. The analysis shows that the carbon cycle could be illustrated by different categories. The water cycle emerged through the category of water movements. The results showed that the cycles of carbon and water can be made visible in both text and pictures. The images were able to expand the content beyond what the text said and make the cycle of carbon and water visible. When the cycles were illustrated in the text, this was often reinforced by a picture. The results also show that concepts are not common in picture books. It is also shown that the cycle of carbon and water can be illustrated in picture books with both anthropomorphic content and those without. The conclusions drawn from the result are that picture books can be used to illustrate the cycle of carbon and water. It is however necessary that the preschool teacher has subject knowledge in biology in order to make this content visible in teaching.

The purpose of the study is to contribute with knowledge about how pedagogues in preschool relate to anthropomorphic talk in the pedagogical activity. What the study wants to investigate is how and in what contexts the pedagogues use anthropomorphism in their work and whether they see any advantages and disadvantages of it. The relationship between facts and imagination is also something the study wants to investigate if the pedagogues reflected on. During the study, 10 pedagogues were interviewed. The result shows that anthropomorphism occurs at the preschool both for the younger and older children. The result shows how and in what context the pedagogues use anthropomorphism and what they see for advantages and disadvantages of anthropomorphism. Anthropomorphism is used according to the result for the most part used as an interesting way of working at preschool. In the younger children, anthropomorphism is used to create a more general interest in the animals and their lives and in the older children in order to create an interest and then be able to explore further in a more fact-based manner. According to the result, anthropomorphism is not many pedagogues reflected on how it is used or if it have an effect on children´s learning before, but all the pedagogues believe that anthropomorphism is something in the children's everyday life.

Syftet med studien är att bidra med kunskap om hur en pluralistisk undervisningsaktivitet i förskolan kan utformas för att gynna barns diskussioner kring hållbar utveckling där olika perspektiv ges utrymme. Studien utgår från den pluralistiska undervisningstraditionen som beskrivs som en förutsättning för att skapa möjligheter till lärande om hållbar utveckling. Studien knyter också an till det sociokulturella perspektivet på lärande då studien fokuserar på diskussionerna mellan samtliga aktörer. För att besvara syftet användes metoden undervisningsförsök. Undervisningsförsöken utfördes i två cykler och undervisningens design reviderades mellan de två cyklerna. Barnen som deltog i studien var 4 till 6 år gamla. Resultatet visar att barnens diskussioner kan knytas till de tre dimensioner av hållbar utveckling som är en förutsättning för pluralistisk undervisning och att barnen deltar aktivt genom att ge förslag och undersöka det konkreta material som presenteras. Resultatet visar även att barnen är aktiva och uttrycker sina åsikter men att majoriteten av samtalen inte innehåller något kritiskt element och att en pluralistisk undervisningsaktivitet ställer höga krav på förskollärarens kompentens att ställa utmanade frågor. Som slutsats konstateras att en pluralistisk aktivitet får anses fungera i förskolans arbete som ett sätt att gynna barns kunskap om hållbar utveckling., The purpose of the study is to contribute with knowledge about how a pluralistic teaching activity in preschool can be designed to promote children’s discussions on sustainable development where different perspectives are highlighted. The study is based on the pluralistic teaching tradition that is emphasized as a condition for creating opportunities for learning about sustainable development. The study also relates to the socio-cultural perspective on learning since the study focuses on the discussions between all the participants involved. In order to answer the purpose, the method of teaching trial was used. The teaching trials were carried out in two cycles and the design of the teaching was revised between them. The children who participated in the study were 4 to 6 years old. The result shows that the children's discussions can be linked to the three dimensions of sustainable development that are a condition for pluralistic teaching and that the children participate actively by giving suggestions and examining the concrete material presented. The result also shows that the children are active and express their opinions but that the majority of the conversations do not contain any critical element and that a pluralistic teaching activity places high demands on the preschool teacher's competency to ask challenging questions. As a conclusion it is found that a pluralistic activity can be considered to work in preschool as a way to benefit children’s knowledge about sustainable development.

The purpose of this study is to find out the preschool educators’ perceptions to work with the human body. The method used was semi-structured interviews with a prepared interview-guide as a tool. Six educators were interviewed. The result showed that the educators had experience in working with the human body and that they considered it relevant to include the subject in pre-school activities. It also appears that the educators do not think that they work with the subject, even though the result is that it is something they do almost every day. All the educators have a positive attitude towards learning about the human body in the preschool.

The purpose of this study is to contribute with increased knowledge about preschool teachers´ view of education about human reproduction in preschool. The purpose is also to highlight how reproduction is represented in childrens’ books and how preschool teachers’ experience that they can use the literature. The methods that were chosen and used was quantitive survey and qualitative literature analysis. The result shows that a majority of the preschool teachers consider childrens’ books to be a useful tool for conversing with children about human reproduction. It also shows that preschool teachers’ have a positive attitude to conversing with children about the subject. The result of the literature analysis show that the majority of childrens’ literature represent human reproduction factual, with a purpose to mediate knowledge about the phenomenon.

The purpose of this study is to investigate toddlers’ responses when they are listening to a biology story with special focus on ants. The method used was a teaching attempt that was supplemented by a video recording of the activi- ty. Four children in the age of about three years participated. The analysis was conducted based on a phenomenological approach. The results show that children's interest in ants during the storytelling activities varied over time. All the children showed interest at some parts during the activities. They showed this affective response through facial expressions, being focused, listening and being active. It seemed as if the pictures that were shown during the storytelling were of importance. To be able to be active was another factor identified having an impact on the outcome. Finally, some of the content in the story that surprised the children also seemed to have an effect., Syftet med den här studien är att se vilken respons små barn visar när de får en saga berättad för sig i ämnet biologi med inriktning på myran. Metoden som användes var ett undervisningsförsök, som kompletterades med en videoinspelning av aktiviteten. Fyra barn i treårsåldern deltog. En fenomeno- logisk ansats användes för att analysera data. Resultatet visar att barnens intresse för myror varierade under sagoberättandet. Samtliga barn visade intresse under vissa delar av aktiviteterna. De visade sitt intresse genom olika ansiktsuttryck, genom att vara fokuserade, lyssnade och var aktiva. Det verkade som att bilderna som visades under sagoberättandet var betydelse- fulla. Möjligheten att få vara aktiv var en annan viktig faktor. Det verkade även som om delar av innehållet i sagan som skapade förvåning påverkade barnen.

Den här studien syftar till att bidra med mer kunskap om hur förskollärarna ser på surfplattan i förskolan och om den används i undervisning om natur och miljö, samt vilka för- och nackdelar som finns med att använda surfplatta. I vår studie har vi valt att ha två metoder då vi vill ha ett bredare perspektiv för hur förskollärarna använder sig av surfplattan i undervisning om natur och miljö. Vi har använt oss av kvalitativa intervjuer och enkät med både öppna och slutna frågor. Vi har intervjuat åtta förskollärare och fått in tio svar på enkäten till vår studie. Resultaten av vår studie visade att sju av förskollärarna använde surfplatta som pedagogiskt verktyg på en mängd olika sätt. De såg också både för- och nackdelar med att använda surfplatta. Fördelarna var bland annat möjligheterna att kunna dokumentera, söka information, använda appar med olika språkfunktioner och så vidare. Negativa aspekter som framkom var bland annat risker med att plattan endast blev ett verktyg för spel och att barnen skulle bli utsatta för mycket skärmtid., Summary this study aims to provide more knowledge about how preschool teachers look at the tablet in preschool and whether it is used in teaching about nature and the environment, as well as what advantages and disadvantages are with using a tablet. In our study we have chosen to have two methods when we want a broader perspective on how the preschool teachers use the tablet in teaching about nature and the environment. We have used qualitative interviews and questionnaires with both open and closed questions. We interviewed eight preschool teachers and received ten responses to the survey for our study. The results of our study showed that seven of the preschool teachers used tablet as a teaching tool in a variety of ways. They also saw both pros and cons of using a tablet. The advantages were, among other things, the possibilities of being able to document, search for information, use apps with different language functions and so on. Negative aspects that emerged were, among other things, the risk that the plate became only a tool for games and that the children would be exposed to a lot of screen time.

The purpose of the study was to investigate preschool teachers´views of recycling in preschool. Eight preschool teachers were interviewed. Four of them worked in relatively newley-started prescools and four teachers in preschools that have existed for several decades. The result showed that the preschool teachers do not work so much intentionally with recycling, but still some recycling were included in their work. The teachers in the newer preschools work less with recycling than the older ones. There were shared opinions among the educators regarding their own interest in recycling and the attitude towards it. However, all prescools teachers agreed that recycling is important for the preschool, since it is in preschool that all learning begins. Lack of time and lack of conditions were some of the reasons the educators stated for not working with recycling. It might as well be a lack of intrest among preschool leaders., Studiens syfte var att undersöka vad pedagogerna anser om återvinning i förskolan. För att ta reda på detta intervjuades åtta förskollärare. Fyra av förskollärarna arbetade i relativt nystartade förskolor och fyra arbetade på förskolor som funnits i många årtionden. Förskollärarna var i olika åldrar och hade olika lång erfarenhet i yrket. Resultatet visade att på de förskolor jag gjort min undersökning arbetar de inte mycket på ett medvetet sätt med återvinning, däremot gör de det utan att tänka på att det är återvinning. De nyare förskolorna arbetar mindre med återvinning än de äldre. Det var delade meningar bland pedagogerna angående deras eget intresse för återvinning samt arbetslagets inställning till det. Däremot var samtliga pedagoger överens om att återvinning är viktigt att ha med i förskolan, då det är förskolan som lägger grunden för allt lärande. Tidsbrist och brist på förutsättningar var några av anledningarna pedagogerna uppgav till att de inte arbetar med återvinning. En annan orsak kan vara brist på intresse hos förskolecheferna.

The aim of this study was to illustrate what knowledge 6-year old’s in preschool have about plants. In all, ten children from two different preschools participated in the study. Qualitative interviews were used to get as much information as possible considering that 6-year old children have not developed their ability to read or write properly yet. It is easier for children to reason verbally than respond to a survey. The interviews with showing 20 images of regular Swedish plant species. The children were asked follow-up questions from what they told me about the plants on the images. The results showed that the children in the study knew very little about plant species, the most well-known plant was buttercup. The children knew more about plants living conditions and functions than species. The results also showed that some of the children in the study expressed a higher interest for interactive digital games than learning about plants.