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Art education has traditionally played an important role in the Swedish preschool. The subject includes a variety of activities, and different aims have been stressed from both aesthetic and pedagogical points of view. This study sought to describe and analyze how preschool teachers work with children in art activities. The investigation used a qualitative approach whereby five preschool teachers were observed by means of video recordings. Analysis revealed different categories that described the teachers' ways of leading the activities. The categories are related to: (1) teaching functions, such as instructing and stimulating; (2) actions that create order, such as directing and serving; and (3) actions that create relations, such as conversing and taking notice of children. All the teachers were very active creating relations and serving the children, but they also varied in their ways to lead the activities. Three patterns were discerned concerning ways of working with art activities: "the gardener," letting children use the material freely without much instruction; "the instructor," teaching the children how to handle the materials; and "the pedagogue," stimulating the children's cognitive development. The three patterns seemed to be connected to both the aims and the content of the activities. Findings were explored in light of theory from the aesthetic and art educational field as well as from the preschool pedagogical field. (HTH)

The aim of this study was to examined the impact of a new charging system in child care in two different Swedish municipalities, on personnel, parents, and children. Four day care centers situated in different socioeconomic areas were studied. A qualitative approach was used, and data were collected by means of interviews and a questionnaire. Individuals at different levels in the organization, managers in the municipal government, and managers and personnel in the four day care centers were interviewed. Some of the parents of children in the centers were also interviewed and completed a questionnaire. The primary findings indicated that personnel had no opportunity to influence the decision to introduce the new system. Child care personnel interpreted the change as implying that they had more control over parents concerning punctuality and described this new role as being difficult and negative. Consequently, child care center personnel gradually adapted both the rules and their behavior toward parents in a process of mutual adaptation. Differences between centers in different socioeconomic areas were identified. At centers in higher socioeconomic areas, the personnel were more service-minded than in lower socioeconomic areas, and also more eager to find solutions for the parents. The parents in the four centers were under more stress with the new system, especially those who had contracted for too little time for their children in day care. Consequences for the children were also found to vary between areas. In lower socioeconomic areas, the new system meant larger groups, longer time in day care, and change of departments. It also meant that children of unemployed parents, who stayed only 3 hours a day, missed educational activities and meals. (Author)

Observations of one mainstreamed child and one "ordinary child" at each of 12 day care centers were compared. Five of the 12 mainstreamed children were mentally retarded, and seven had a slight developmental retardation mainly due to deprivation. Observations of 10-minute duration, totaling 4 hours and dispersed across 7 days, focused on (1) time each child spent in active communication; (2) qualitative aspects of this communication; and (3) the child's behavior while alone. Findings indicated that deprived children did not differ much from the "ordinary" children. However, the observations of the five mentally retarded children differed significantly. The mentally retarded children were not socially integrated, were significantly more often alone, were alone for longer periods, and played noticeably less with other children than the "ordinary" children did. Most of the children communicated only short periods of time with an adult. Mentally retarded children needing practical help received a little more time with adults. While positive about integrating the children, none of the staff considered their own role as an active one in the integration process. Results are discussed in the context of day care centers as learning environments and implications for the development of all children. (RH)

Part of a larger investigation of day care climate and children's social and emotional behavior in Sweden, this study interviewed 99 staff members at 12 day care centers about their work experiences and opinions of their work. Interviews focused on the system by which decisions are made, variation of working tasks, the meaningfulness of work, the goals of the preschool activity, the possibility of personal development for staff, the communication system, and the strain in work. Most of the personnel were to a great extent satisfied with their working conditions. Staff members thought that they had the same work tasks, despite differences in the education of preschool teachers, nurses, and special teachers guiding children's use of leisure time. Work goals were of a general nature, mostly concerning care of the children. Half of the group considered experience as being more important than education. Most respondents felt that they had too little contact with central administration and that they did not get enough feedback in their work. The splitting up of the day by different routines and the arrivals and departures of children and adults at different times were seen as strain factors. Another strain factor was working in groups of children in which the age span was very large (1 through 10 years). Personnel also indicated that they received too little further education and had too little time for work with individual children. The survey instrument is included. (RH)

A total of 145 children 4 through 6 years of age attending 12 day care centers in Sweden answered a picture questionnaire consisting of 10 stories about everyday events which might occur in the center. Each child listened individually to the stories and gave his/her answer by choosing one of two or three pictures describing possible outcomes of the event. The stories concerned peer relations, possibilities for exerting influence on decisions, care situations, general feelings about being at the center, and perception of adult reactions toward disobedience. Findings indicated that 50 percent of the children viewed peer relations as being friendly, 48 percent gave answers suggesting they could exert influence, 67 percent suggested that they perceived the adults as caring, 63 percent depicted an adult as having an angry face in situations of disobedience, and attitudes toward being at the center were ambivalent. Children's answers did not differ significantly from center to center. Some differences were found regarding age. Older children seemed to have a more positive impression of the day care center than did younger children. The picture questionnaire is included. (RH)

Twelve day care centers in a Swedish commune were systematically observed. Centers were selected on the basis of responses to a questionnaire on attitudes about upbringing which was answered by all the personnel at the 104 day care centers in the commune. Four of the selected centers represented a so-called "present-focused" upbringing pattern, four a "future-focused" upbringing pattern, and the last four represented a mixture that was common in the commune. In this report each of the 12 centers is described according to the variables observed. These variables cover different aspects of the social relations between the children, between the children and the adults, the upbringing norms, and the patterns of control exerted. Contents also include a comparison of the centers that focuses on the traits which are common for all of the 12 centers as well as traits that are specific to the differing day care climates. This comparative analysis issues from a model of variables constituting a day care climate presented in a earlier report. (Author/RH)

Approximately 900 employees in the day care centers in one Swedish commune answered a questionnaire measuring child rearing attitudes and personnel's engagement and feelings concerning their work with the children. The child rearing attitudes were described as either "present-focused" or "future-focused." Of particular interest in this investigation was the issue of how answers to the questionnaire were related to such variables as type of education, age of respondent, length of day care employment, and whether or not personnel had children of their own. Findings indicated that personnel older than 35 years were more future-focused towards child rearing than the younger personnel. They were also more engaged in the work with the children. Educational background was not significantly related to attitudes toward child rearing. Approximately 30 references include 15 English entries. The survey instrument is included. (RH)

All day care personnel (about 900) in a Swedish commune answered a questionnaire concerning attitudes toward child rearing. The questionnaire consisted of 10 short descriptions of daily day care situations representing a child rearing dilemma which could be solved in different ways. Respondents indicated their views of typical and preferred ways of handling each situation. The questionnaire was administered twice: initially and one year later. Across time, the group means for dealing with the child rearing dilemma situation did not differ. Findings indicated that 61 percent of the centers showed comparable patterns on the two occasions the questionnaire was administered. A significant statistical correlation was found between stability of attitudes and the age of the day care center. No significant correlation was found between stability of attitudes and the number of personnel who had changed jobs during the year. The survey instrument is included. (Author/RH)

Using a new approach to studying day care centers, this study focused on the total climate of the day care center and the climate's effects on children's social and emotional behavior. A theoretical model for analyzing day care climate is presented. The model includes variables such as job satisfaction, work atmosphere, interactions between children and personnel, children's perceptions of center atmosphere, children's social behavior, and two contrasting sets of staff attitudes toward child rearing which focus on either "future-oriented" or "present-oriented" control strategies. The child rearing attitudes of an entire municipality were investigated, and 12 day care centers were selected in which personnel exhibited contrasting attitudes toward child rearing. In the selected centers, interviews with personnel and measurements of children's attitudes were carried out. Instruments used in the study are appended. (RH)