| 1. |
- Randevåg, Lena, et al.
(författare)
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Completing studies in alternative ways in adult education. ‘Who has told me that I cannot ...?’
- 2019
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Ingår i: International Journal of Learning, Teaching and Educational Research. - : Society for Research and Knowledge Management. - 1694-2493 .- 1694-2116. ; 18:7, s. 165-183
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Tidskriftsartikel (refereegranskat)abstract
- Every fourth young adult in Sweden leaves upper secondary school without complete grades (Statistiska Centralbyrån, 2017). These young adults without a diploma are at risk of being marginalized (Hugo, 2007; Lundahl et al. 2015). Therefore, all attempts to support these students’ needs using alternative methods to help them complete their studies are of great importance for both society and the individuals. With this study, we aim to shed light on how participants with different functional variations and overall unfavourable school experiences in a project-based alternative study program in upper secondary education perceive the factors of success. Moreover, we want to understand the project’s outcome based on contextual factors. To do this, we use an abductive content analysis of project documents, field notes, and interviews with five students. Our analysis follows three steps. Firstly, we identify three major themes expressed by the participants as success factors concerning ways to attend and complete their secondary education. Secondly, we identify how contextual factors can explain the project’s outcome. Finally, we draw conclusions on how motivation theory, motivation strategies, and factors in the learning environment can explain the project’s outcome. The overall conclusions are (a) students in this target group need to participate in negotiations concerning their adaptation in their studies, (b) a symmetrical interpersonal relationship between teachers and students is a necessity, and (c) beneficial learning environments are essential for these students’ learning.
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| 2. |
- Sandberg, Linda, et al.
(författare)
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Home care services for older clients with and without cognitive impairment in Sweden
- 2019
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Ingår i: Health & Social Care in the Community. - : John Wiley & Sons. - 0966-0410 .- 1365-2524. ; 27:1, s. 139-150
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Tidskriftsartikel (refereegranskat)abstract
- Little is known about the types of home care services granted to older clients in Sweden. The objectives of this study were to: (a) identify and describe the range of granted home care services and service hours; (b) compare services granted for clients with and without documented cognitive impairment; and (c) examine associations between the range of granted home care services and factors related to cognitive impairment and demographical characteristics. The study design was descriptive and cross‐sectional. The data, included records of granted home care services for clients age 65+ with (n = 43) and without (n = 88) cognitive impairment documented by the local municipality assessors, collected from one agency in Sweden during a 2‐month period in 2015. Data analyses resulted in an overview of the range of home care services divided into two categories: personal care and service. In the personal care category, the median was 3 for types of services (range 0–12), and shower (n = 69; 52.7%) was the most common service. In the service category, the median was 5 for types of services (range 0–10), and cleaning the household (n = 103; 78.6%) was the most common service. The median for service hours was 27 hr per month (range 2.5–127.5). Logistic regression models revealed that cognitive impairment was associated with a higher number of services in the personal care category and a higher number of hours per month. Living alone was associated with a higher number of services in the service category. In conclusion, a wide range of home care services were provided for clients who have complex needs in daily life. Home care services were granted to clients with cognitive impairment and to a greater extent with clients who were living alone.
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| 3. |
- Sandberg, Linda, et al.
(författare)
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Job strain : a cross-sectional survey of dementia care specialists and other staff in Swedish home care services
- 2018
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Ingår i: Journal of Multidisciplinary Healthcare. - : Dove Mecial Press. - 1178-2390. ; 11, s. 255-266
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: An increasing number of older persons worldwide live at home with various functional limitations such as dementia. So, home care staff meet older persons with extensive, complex needs. The staff's well-being is crucial because it can affect the quality of their work, although literature on job strain among home care staff is limited.Aim: To describe perceived job strain among home care staff and to examine correlations between job strain, personal factors, and organizational factors.Methods: The study applied a cross-sectional survey design. Participants were dementia care specialists who work in home care (n=34) and other home care staff who are not specialized in dementia care (n=35). The Strain in Dementia Care Scale (SDCS) and Creative Climate Questionnaire instruments and demographic variables were used. Descriptive and inferential statistics (including regression modeling) were applied. The regional ethical review board approved the study.Results: Home care staff perceived job strain - particularly because they could not provide what they perceived to be necessary care. Dementia care specialists ranked job strain higher (m=5.71) than other staff members (m=4.71; p=0.04). Job strain (for total score and for all five SDCS factors) correlated with being a dementia care specialist. Correlations also occurred between job strain for SDCS factor 2 (difficulties understanding and interpreting) and not having Swedish as first language and SDCS factor 5 (lack of recognition) and stagnated organizational climate.Conclusion: The study indicates that home care staff and particularly dementia care specialists perceived high job strain. Future studies are needed to confirm or reject findings from this study.
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| 4. |
- Augustsson, Gunnar, et al.
(författare)
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Teachers’ Leadership in the Didactic Room : A Systematic Literature Review of International Research
- 2016
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Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - : University of Oslo Library. - 1504-9922. ; 10:3
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Tidskriftsartikel (refereegranskat)abstract
- This study deepens our knowledge about research on leadership in the didactic room, i.e., the framing of the current teaching situation, regardless of its location. The objective was to (a) identify and classify patterns and trends concerning teachers’ leadership in the didactic room from 1980 to 2013, (b) compare and discuss the findings, and (c) point to a future research agenda. The method is a systematic literature review (SLR) with a quantitative and qualitative content analysis. The results revealed that half of the research on this topic was performed from 2006 to 2013. The results also show that teachers’ leadership appears to be a Western phenomenon that is becoming increasingly relevant in our time. Two issues could be linked to this leadership: the unclear boundaries between different types of leadership and confusion about teachers’ personalities and leadership styles. This underlines the importance of contextual and situated didactic strategies and flexible leadership styles in the didactic room. Even if this study shows that an awareness of different didactic aspects exists concerning teachers’ leadership, a comprehensive approach to designing studies that incorporate the didactic complexities is lacking.
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| 5. |
- Bostedt, Göran, 1956-, et al.
(författare)
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Motivation to study : Upper secondary school teachers´and students´views on students´motivation to study
- 2019
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Konferensbidrag (refereegranskat)abstract
- Students’ motivation to study in upper secondary schools Lena Boström (Professor in Education)lena.bostrom@miun..seGöran Bostedt (Associate Professor in Political science)goran.bostedt@miun.se Department of EducationMid Sweden UniversitySidsjövägen 5S- 851 70 Sundsvall Keywords: study motivation, extrinsic motivation, intrinsic motivation, upper secondary schoolAbstractIn order to increase the number of student who successfully complete upper secondary school, Sweden reformed its upper secondary school system in year 2011. Despite the new system "the throughput is in principle unchanged, which means that approximately every fourth student interrupts his upper secondary studies" (Sveriges elevkårer & Lärarnas Riksförbund, 2015, p 6). The main explanation for this was stated to be a lack of study motivation among students. Some 53 percent of the upper secondary school students reported low study motivation.The most important factors for improving students’ motivation are, according to Sveriges elevkårer & Lärarnas Riksförbund, a) the supportive interaction between teacher and student and b) access to student health. This means that both internal and external motivational factors are viewed as important for reaching better study results. Research often highlights internal factors as particularly interesting when focusing students’ study motivation (Wery & Thomson, 2013). However some researchers (Blomberg, 2016: Hugo 2011; Håkansson & Sundberg, 2012) also argue for a broader perspective on the issue of motivation. In order to analyze the lack of motivation to study as the cause of low throughput in upper secondary school, a perspective is thus chosen which not only focuses the individual student but also takes into account both the classroom situation as well as the entire school. International research on student motivation is extensive. While international research on student motivation is extensive, it is not as prominent in the Swedish educational context (Giota, 2013). The results of this study are based on empirical data from one of Sweden’s 20 largest municipalities. The municipality was chosen as a result of a decision taken by local politicians to focus raising the students’ motivation to study as a highly prioritized activity for the upper secondary school programs. In 2015, the chosen municipality was, compared to both Swedish municipalities of the same size as well as other municipalities in Sweden, in a troublesome situation in terms of student completion (Skolverket, 2015). The aim of the study is to describe and analyze what determines student motivation or lack of motivation to study. The research questions are:a) What determines upper secondary school students’ motivation/lack of motivation to study?b) What are teachers’ and students’ perceptions on how to increase students’ study motivation in upper secondary school and reasons/explanations for low study motivation? c) To what extent is motivation linked to specific course content? d) To what extent is motivation related to the conditions for the implementation of the course/didactical approaches? e) How can we understand and describe students’ ambitions or lack of ambitions in relation to acquire the knowledge and skills the programs and its courses are in line with the intentions? Students’ study motivation will be analyzed from a perspective where motivation is more about transaction than interaction (Perry, Turner and Meyer, 2006). Motivation should not only be understood as an individual aspects, but also as negotiating meaning in social interaction. Motivation is seen as a process integrated into a larger whole, impossible to separate from learning, individual differences, and the nature of tasks or social context. For these reasons, it is important to analyze and discuss the results in relation to learning and perspectives on knowledge. According to Perry et al. there are strong links between motivation and a) communicated expectations b) clear feedback on results, c) interaction between teacher and pupil and between students, d) positive climate and e) teacher leadership. Students` study motivation will thereby be discussed based on individual characteristics, group dynamics, didactics and learning environments. In other words, we will analyze how both internal and external motivational factors can affect the results. Since the study focuses on organizational conditions, perceptions of inter-human processes and individual properties, the study has been designed as a case study with an ethnographically inspired approach (Hammersley & Atkinson, 2007). The empirical data is based on 207 students’ responses in a web-survey containing 20 questions about motivation and six semi-structured group interviews with 12 students and 20 teachers. The students and teachers represent four different study programs (Social Science, Social Care, Individual choice and Vehicles and Transport programs). The programs were selected according to the principle of a) constituting a variation in what is theoretically versus practical oriented programs, b) ensuring a reasonable distribution between boys and girls, c) representing a possible variation in pupils with regard to learning strategies and d) representing student groups with different challenges in learning. All participants were informed about the project's objectives and applicable research ethics rules.The study is divided into two sub-studies. Sub-study one is based on a quantitative approach. The responses to the different questions in the questionnaire are presented by descriptive statistics with the four study programs divided into separate groups. The data were also analyzed with the help of other statistical methods, such as analysis of variance (ANOVA) and Kruskal-Vallis. The statistical calculations were conducting using SPSS.Sub-study two is based on s a qualitative research design, which ca be characterized as a hybrid content analysis (Fereday & Muir-Cochrane 2006), which started initially with deductive analysis, switched to inductive analysis and finally linked with deductive analysis and then switched to an inductive analysis and finally linking the theoretical starting points in the result. Here deductive analysis (theory-driven) means that themes have been determined in advance before the interview material is analyzed, which can be described as themes based on existing theories and research results (Mayring, 2000). The four themes we build the analysis on are the concepts of motivation, motivational strategies, learning environments and other environment. In order to analyze the content of the interviews, an inductive content analysis was used which was based on the interview responses. In other words, the analysis switched to an inductive approach. With the four themes as a basic structure, a categorization matrix was developed and all data were sorted into relevant theme. Based on the results from the two sub-studies, the research questions will be addressed and discussed.The statistical data show differences between study programs in terms of positive/negative attitude towards schoolwork, absence from school, expectations on teachers and on results, competitiveness in realizing personal ambitions, support in terms of personal feedback and attitudes towards learning (i.e. learning for exams or learning for knowledge). There are also differences in self-esteem and self-confidence that affect motivation among the students. On the other hand, students tend to appreciate school as an institution, they feel safe being at school and the teachers have legitimacy in the eyes of the students. The results from the interviews indicate that both teachers and students view the complex interplay between results and motivation as an important part of the concept of motivation. Study results affect motivation and vice versa in both a positive and a negative way. Teachers and teachers' leadership are also of great importance for students’ study motivation. Teachers focus their leadership tasks on the importance of knowledge. Students relate to teacher leadership in relation to personal qualities such as being understood and getting support.A difference between the two samples, is that teachers emphasize "life skills" in learning such as strategies for purposes, intermediate goals and sense of belonging, whiles students do not ll mention these strategies at all. A category where the perceptions between teachers and students coincide is the importance of well-being and safety in the learning environment and that the class/group/peers represents a motivational source for them. The teachers pointed to the importance of adaptations and smaller groups in the learning environment. The students believed that the external learning environment also played an important role. Regarding the surrounding environment, the two groups mentioned the importance of peers as a motivational factor, either helping to increase or reduce study motivation. ReferencesBlomgren, J. (2016). Den svårfångade motivationen: elever i en digitaliserad lärmiljö. (Diss) Gothenburg studies in educational sciences 393 Giota, J. (2013). Individualisering i skolan – vilken, varför och hur? Enforskningsöversikt. Vetenskapsrådets rapportserie, 3, Stockholm: Fereday, J. & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, pp 80-92.Hammersley, M. & Atkinson, P. (2007). Ethnography: Principles in practice. New York Routledge,Håkansson J. & Sundberg, D. (2012), Utmärkt undervisning: framgångsfaktorer i svensk och internationell belysning. Stockholm: Natur och kult
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| 6. |
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| 7. |
- Boström, Lena, 1960-
(författare)
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De skandinaviska grannspråken : Om läroplanens skrivningar om grannspråksundervisning och språkpolitiska intentioner
- 2016
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Ingår i: Kognition & pædagogik. - Köpenhamn. - 0906-6225. ; 99:26, s. 14-31
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Tidskriftsartikel (refereegranskat)abstract
- De skandinaviska språken har ansetts viktiga i skola och utbildning och är ett prioriterat område i gemensamma den nordiska språkpolitiken, men hur ser det ut egentligen i läroplanerna? Vad ska elever i de skandinaviska länderna lära sig om De skandinaviska grannspråkensina grannspråk? Vad föreskrivs och hur i respektive lands läroplan? Finns skillnader och likheter och hur stämmer läroplanstexterna med de nordiska språkpolitiska intentionerna? Den här studien analyserar skrivningar i ländernas nu gällande läroplaner kopplat till de nordiska språkpolitiska intentionerna. Resultatet visar en diskrepans mellan de gemensamma språkpolitiska intentionerna oh läroplanerna. De politiska skrivningarna betonar förståelse i den muntliga kommunikationen och läroplanerna mera den textuella förståelsen. Ska grannspråkens betydelse främjas behövs en didaktisk förnyelse undervisningen, en pragmatisk debatt om läroplansmålen samt en dialog och synkronisering mellan de språkpolitiska och de utbildningspolitiska intentionerna.
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| 8. |
- Boström, Lena, 1960-, et al.
(författare)
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Digital visualisering i skolan : Mittuniversitetets slutrapport från förstudien
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Den här studiens syfte har varit tvåfaldigt, nämligen att testa alternativa lärmetoder via ett digitalt läromedel i matematik i en kvasiexperimentell studie samt att tillämpa metoder av användarupplevelser för interaktiva visualiseringar, och därigenom öka kunskapen kring hur upplevd kvalitet beror på använd teknik. Pilotstudien sätter också fokus på flera angelägna områden inom skolutveckling både regionalt och nationellt samt viktiga aspekter när det gäller kopplingen teknik, pedagogik och utvärderingsmetoder inom “den tekniska delen”. Det förra handlar om sjunkande matematikresultat i skolan, praktiknära skolforskning, stärkt digital kompetens, visualisering och lärande samt forskning om visualisering och utvärdering. Den senare svarar på frågor om vilka tekniska lösningar som tidigare använts och med vilket syfte har de skapats samt hur visualiseringar har utvärderats enligt läroböcker och i forskningslitteratur. När det gäller elevernas resultat, en av de stora forskningsfrågorna i studien, så fann vi inga signifikanta skillnader mellan traditionell undervisning och undervisning med visualiseringsläromedlet (3D). Beträffande elevers attityder till matematikmomentet kan konstateras att i kontrollgruppen för årskurs 6 förbättrades attityden signifikans, men inte i klass 8. Gällande flickors och pojkars resultat och attityder kan vi konstatera att flickorna i båda klasserna hade bättre förkunskaper än pojkarna samt att i årskurs 6 var flickorna mer positiva till matematikmomentet än pojkarna i kontrollgruppen. Därutöver kan vi inte skönja några signifikanta skillnader. Andra viktiga rön i studien var att provkonstruktionen inte var optimal samt att tiden för provgenomförande har stor betydelse när på dagen det genomfördes. Andra resultat resultaten i den kvalitativa analysen pekar på positiva attityder och beteenden från eleverna vid arbetet med det visuella läromedlet. Elevernas samarbete och kommunikation förbättrades under lektionerna. Vidare pekade lärarna på att med 3D-läromedlet gavs större möjligheter till att stimulera flera sinnen under lärprocessen. En tydlig slutsats är att 3D-läromedlet är ett viktigt komplement i undervisningen, men kan inte användas helt självt. Vi kan varken sälla oss till de forskare som anser att 3D-visualisering är överlägset som läromedel för elevers resultat eller till de forskare som varnar för dess effekter för elevers kognitiva överbelastning. Våra resultat ligger mer i linje med de slutsatser Skolforskningsinstitutet (2017) drar, nämligen att undervisning med digitala läromedel i matematik kan ha positiva effekter, men en lika effektiv undervisning kan möjligen designas på andra sätt. Däremot pekar resultaten i vår studie på ett flertal störningsmoment som kan ha påverkat möjliga resultat och behovet av god teknologin och välutvecklade programvaror. I studien har vi analyserat resultaten med hjälp av två övergripande ramverk för integrering av teknikstöd i lärande, SAMR och TPACK. Det förra ramverket bidrog med en taxonomi vid diskussionen av hur väl teknikens möjligheter tagits tillvara av läromedel och i läraktiviteter, det senare för en diskussion om de didaktiska frågeställningarna med fokus på teknikens roll. Båda aspekterna är högaktuella med tanke på den ökande digitaliseringen i skolan. Utifrån tidigare forskning och denna pilotstudie förstår vi att det är viktigt att designa forskningsmetoderna noggrant. En randomisering av grupper vore önskvärt. Prestandamått kan också vara svåra att välja. Tester där personer får utvärdera användbarhet (usability) och användarupplevelse (user experience, UX) baserade på både kvalitativa och kvantitativa metoder blir viktiga för själva användandet av tekniken, men det måste till ytterligare utvärderingar för att koppla tekniken och visualiseringen till kvaliteten i lärandet och undervisningen. Flera metoder behövs således och det blir viktigt med samarbete mellan olika ämnen och discipliner.
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| 9. |
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| 10. |
- Boström, Lena, 1960-, et al.
(författare)
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Interactions that Support Children’s Social and Emotional Learning in Preschool.
- 2015
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Konferensbidrag (refereegranskat)abstract
- Preschool lays the foundations for the first part of a child’s development and learning, should be enjoyable and secure, and should provide pedagogical activities for all children attending. In preschool there are also children with behavioral difficulties who, too often, risk a lack of understanding, stress, and condemnation from preschool teachers as well as peers and parents and thus risk exclusion (Johannesson, 1997). A better adapted approach and activities for these children can create a preschool that includes everyone. Developing abilities in preschool that strongly and robustly support broad control processes, enabling behavioral regulation across cognitive and emotional domains, are described in different scientific disciplines: psychology, psychiatry, sociology, and education (e.g., Collins, 2013, Elsby et al., 2011; Rosenthal & Gatt, 2010; Stier et al., 2012).The purpose of this study, as a preschool development project, was to examine an approach and an educational platform in which children’s thoughts, ideas, and opinions play a crucial role in every situation contributing to preschool becoming more open and inclusive for all children. The approach and the educational platform were built on empathetic leadership in preschool, confirmation of all children’s feelings, interaction with children with behavioral difficulties, and solving conflict without scapegoats (Algozzine & Algozzine, 2014).The research questions were as follows:What impact do alternative responses that are engaging and empathetic rather than critical, questioning, designating, and uncomprehending have on the children?How can preschool teachers act preventively and find solutions to difficult situations that arise in the child’s everyday life at preschool instead of waiting until the conflict arises and only then act?Which solutions to children’s individual problems could be found through cooperation and dialogue with the actual child in need instead of through “packaged solutions”?The theoretical framework ofthis study was the communicative relational perspective (Ahlberg, 2013), which is closely linked tosocio-cultural theory (Säljö, 2000). Withinthe communicative relational perspective, participation,communication, andlearning are viewed as an interlacedtriad that is central to the study ofcommunicative contexts (linguistic and socialcontexts thatsupportand shapeinstitutional activities). How individualsinteract, create meaning, and experience andunderstandtheir situation was also studied.The study hasthereforejoinedan individual perspective witha structuralperspective by assessing schools as social institutions, social practice,the needs of individuals,and conditions. This theoretical framework provides an opportunity to study communication and relationships at different levels and contexts of the activities in preschool. School activities are studied in relation to school organization as well as the individual child. This perspective provides the opportunity to examine a child’s difficulties in relation to the whole school, as well as to the situation in which the difficulty arises. The starting point is the interactions that occur between the child and the surroundings to create knowledge of various communication processes in the school and the school’s meeting with the individual child.Other researchers have also claimed that special educational needs are no longer focused on curing or amelioration of the child by interventions based on medicine and educational psychology. Special educational needs are instead viewed as social constructions (Ainscow, 1998; Clark et al., 1998; Skrtic, 1991) rather than as individual shortcomings. These perspectives are characterized mainly in that they move the problem from the individual and focus instead on the product of social processes (Clark et al., 1998; Nilholm, 2006). The communicative relational perspective also focuses on social processes but also relations and interactions (Ahlberg, 2013) that make it possible to view it as an antireductionist theoretical framework (Skidmore 1996).Methods and MethodologyThe empirical data for this study comes from a video-ethnographic study in a preschool with 18 children between 1 and 5 years old in which different everyday situations of interactions are studied. Participants were recorded in their natural settings to allow interactional practices to be contextually explored. Video documentation as an ethnographic study of interaction and communication has proven to be particularly valuable for research on interactions with children in schools and preschools (Alexandersson, 2009).During the spring semester of 2014, field notes and observations in the form of writing and filming were conducted. Interactions between child and child and between preschool teacher and child were observed to visualize and analyze different approaches. The observations were carried out throughout the whole day at the preschool, both in planned activities as well as in spontaneous play, at routine situations, at meals, during drop-off and pick-up, and indoors and outdoors. The observations were processed in the form of reflection, analysis, and written documentation, and they were also linked to the curriculum and to previous research.This has resulted in extensive material consisting of 45 videos and 57 sets of field notes of different interactions, which made possible a return to the empirical basis after new questions were raised as well as reflexivity in the analysis—which is central to ethnographic studies characterized by not being controlled by a specific analytical interest but an openness to what is happening “in situ” (Baszanger & Dodier, 1997). The way this study approaches the field can be described as using the ethnographical methods of video-recording and observations to study interactions in preschool (Silverman, 2006). The videos were analyzed ethnographically (i.e., qualitatively) to generate a set of insights. The video data was coded to provide a detailed second-by-second analysis of the behaviors and results. To gain a deeper understanding of the content of the videos, the field notes also underwent content analysis. This involves quantity contained and examined methodically, with texts interpreted incrementally and data classification for easier identification of patterns and themes. The content analytical model allows finding clear distinctive categories, narrowing them, and making them specific (Ahuvia, 2008). Overall, these empirical materials are the basis of our results.Expected Outcomes and Results The purpose of this study was to gain more knowledge about how to approach and interact with children with behavior problems in preschools in order to ensure the children’s inclusion, security, self-esteem, and development. The analysis shows that the way in which preschool teachers respond to children in every situation of interaction has an impact on children. An empathetic leader asks the children and makes use of their competencies and experiences in order to develop relationships and interactions within the group. When leadership and empathy go hand in hand, conditions for both group and individual to develop their social skills are created. This is the ability to ‘Learn to LiveTogether’ (Rosenthal & Gatt, 2010).Another conclusion is that those preschool teachersgive childrengood opportunitiesto learnabout themselves, interact with others,and gain insightabout their own and others’feelings, needs, and limits in anopen and respectfulclimate (Stier et al., 2012). They becomeengaged andinvolved ineach other and canreflect onwhy theyfeel and reactas they do.Children’swillingness and abilityto cooperate witheach other and withpreschool teachersdeveloped powerfully.Even in interactionindifficult andcontroversial situations, the children oftenswitchedfromdifficult emotionsand resistancetopositive feelings andconstructive action.The analysis also shows the impact for children whose surroundingsoften areat odds with, for example,activechildrenreactingwith unexpectedlystrong feelings.To respond to thesechildren’s behaviorwithirritation, criticism, and condemnationwillmake the childfeeloffended, insulted,andleft out.One solution is not toput the blame onthe child,but tofind other ways to deal with the situation. It is alwaysthe preschool teacherwho has theresponsibility for how aconflictdevelops, and their task is togently andrespectfullyguide childrenthrough the conflictso that no oneisoffended. This study is important for teachers in preschool and gives examples of constructive action, particularly for children with behavioral problems.Intent of publication: 1. International journal of Inclusive Eduaction, or 2) International journal of Early Childhood ReferencesAhlberg, A. (2013). Specialpedagogik i ideologi, teori och praktik—att bygga broar. Stockholm: Liber.Ainscow, M. (1998). Would it work in theory? Arguments for practitioner research and theorising in the special needs field. In C. Clark, A. Dyson, and A. Millward (Eds.), Theorising special education (pp. 123–137). London: Routledge.Alexandersson, U. (2009). Sofias situationer för samspel. In A. Ahlberg (Ed.), Specialpedagogisk forskning. En mångfasetterad utmaning (pp. 167–183). Lund: Studentlitteratur.Algozzine, K. & Algozzine, B. (2014). Schoolwide prevention and proactive behavior interventions that work. In P. Gardner, J. M. Kauffman, and J. Elliott (Eds.), The Sage handbook of emotional and behavioral difficulties (pp. 55-72). Thousand Oaks: Sage Publications Ltd.Ahuvia, A. (2008). Traditional, interpretative and reception based content analyses: Improving the ability of content analysis to address issues of pragmatic and theoretical concern. In R. Franzosi (Ed.), Content analysis, Vol. 1 (pp. 183–202). London: Sage.Baszanger, I., & Dodier, N. (1997). Ethnography. Relating the part to the w
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