Fritidshemmets traditionella pedagogik utmanas idag och alltmer av dess verksamhet riktas mot utbildning. Fritidshemmet ska både erbjuda elever en meningsfull fritid och undervisning kopplad till ett centralt innehåll. För att lyckas med detta dubbla läroplansuppdrag behöver fritidshemmet bland annat en pedagogik som, även framöver, bygger på elevers delaktighet, socialt och relationellt lärande. Fritidshemmet har en lång pedagogisk tradition som institution, och den här boken belyser hur uppdrag, mål, styrning och innehåll har förändrats över tid. Den första delen av Fritidshemmets pedagogik i en ny tid beskriver förändringar i fritidshemmets uppdrag, profession och den socialpedagogiska traditionen. Bokens andra del innehåller kapitel om likvärdighet, kvalitet och dagens utbildning till lärare i fritidshem. Den tredje delen handlar om fritidshemmets innehåll och tar sin utgångspunkt i didaktik och barns perspektiv. I bokens andra upplaga har samtliga kapitel uppdaterats och tre nya kapitel tillkommit. Dessa nya kapitel diskuterar estetisk verksamhet i fritidshemmet, arbetet med lärande för hållbar utveckling samt sociala relationer och delaktighet i relation till den digitala världen. Bokens redaktörer (Björn Haglund, Jan Gustafsson Nyckel och Karin Lager är forskare och lärarutbildare med inriktning mot fritidshemmets pedagogik. De har alla en bakgrund som fritidspedagoger och har genom mötet med lärarstudenter, fritidshemspersonal och forskning på olika sätt studerat fritidshemmet.

This article is a response to the need for comparative and critical studies of preschool as a local practice and examines the recontextualization of quality in Early childhood education and care. The aim of this meta-ethnographic study is to investigate how neoliberal policy discourses on quality are recontextualized and embedded in local early childhood and care institutional practices. A central concept in the analysis is recontextualization, and our pre-understanding of how neoliberal policy discourses are travelling and transformed from official to local policy that is embedded in the preschools’ work with quality as an institutional practice.

The findings show how neoliberal policy discourses on quality is recontextualized, transformed and embedded in local institutional practices with different results and responses. The analysis uncovers three strategic, institutional responses as Enacting through acquiescence response, Defiance response as resistance and obfuscation of class, gender, and post-colonial perspective. 

Aim of this book

This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]

Aim of this book

This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...] 

Fritidspedagogiskt arbete handlar om vardagsarbete i fritidshem. Vi erbjuder en metodisk ansats, Se–Förstå–Handla, som stöd för att förstå och utveckla lärares förhållningsätt och ledarskap i fritidshem. Med stöd i iakttagelser och observationer av konkreta situationer analyserar och reflekterar vi över handlingsalternativ för arbetslag och enskilda lärare i fritidshem.

Undervisning i fritidshem inbegriper så mycket mer än organisering av vuxenledda moment och aktiviteter. Vi har valt att prioritera den del av fritidshemmets verksamhet som handlar om pedagogisk omsorg i rutinsituationer, meningsfull fritid och långsiktiga projekt. Arbetet i fritidshem kräver ett medvetet förhållningssätt där vi lyfter fram betydelsen av att skapa relationer till barn och barns egna verksamheter, att utöva omsorg, att leda genom att följa, att erbjuda samspelande atmosfärer samt att uppmärksamma mellantider och mellanrum. Vi menar att ett sampratat arbetslag är nyckeln till en god fritidshemsverksamhet.

Vi gör många nedslag i konkreta situationer om omsorg, meningsfull fritid och projektorienterat arbete. De konkreta situationerna bearbetas med stöd i beprövad metodik som ger möjlighet att tänka annorlunda kring vardagliga situationer. Reflektionerna ger stöd åt att organisera och leda verksamheten långsiktigt med gemensamma prioriteringar, scheman och förhållningssätt som stödjer ett sånt arbete.

The aim of this article is to investigate how children perceive and experience their opportunities to create meaningful leisure time in Swedish school-age educare. In this study, children’s perspectives on meaningful leisure time are investigated through interviews with 170 children aged 6-11 years in 45 groups. The theory of structuration is used to analyse children’s agency in relation to structure, and the findings are presented as four different practices and themes: Strategic actions in collective practices, Shared meaningful leisure time in normative practices, The struggle for meaning in individual practices, and Lack of affordance in meaningless practices. The results are discussed in relation to children’s agency and the conditions for daily practice, which show that children use both individual and collective strategies as well as resistance to create meaningful leisure time. In addition, the study also shows that in a collective organization, friends are the children´s most important resource in school-age educare. The result is interpreted with help from a dualistic perspective on how meaningfulness is created.

The aim with this paper is to investigate children’s spaces in Swedish school-age educare settings.The theoretical framework for this project is sociology of childhood focusing children’s agency and as participators equal adults in questions that engage and concern them, and social geography investigating children’s spaces in everyday life and the identity of the setting. The project is designed as a compressed and multi-sited ethnographical study in twelve different settings. Each setting was followed for one week with field observations, informal conversations and interviews with 174 children in 45 groups and 53 staff in 12 groups. The findings show three types of spaces in school-ageeducare, Storage space, Activity space and Community space, theses three types are different according to children’s agency and to the identity of the setting. The Storage space is characterized ofchildren left to themselves with few affordances from staff. Activity space is characterized of teacherled activities on a dedicated timeslot each day, focusing activities as sports, creative, play, music and outdoors in line with curriculum content. The Community space are characterized of children as active actors in constructing content, activities and routines. 

FN:s konvention om barnets rättigheter blev lag i Sverige den 1. januari 2020 och den här studien tar utgångspunkt i de artiklar som handlar om barns rätt att göra sin röst hörd och bli lyssnade på samt barns rätt till fritid, lek och vila. Syftet är att utifrån ett barnrättsperspektiv undersöka på vilka sätt barns aktörskap framträder i deras uttryckta förväntningar på lärare i fritidshem. Studien inramas av barndomssociologiska utgångspunkter och social relationell teori för att fördjupa förståelsen av barns aktörskap i samspel med lärarna i fritidshemmet. I studien har barnintervjuer använts för analys; sammantaget intervjuades 170 barn i åldrarna 6–11 år. Relationens betydelse för barns aktörskap analyseras med utgångspunkt från följande teman: Lärare som skapar relationer för välbefinnande, Lärare som erbjuder barn att vara medskapare i sitt vardagsliv och Lärare som inspirerar.

The UN Convention on the Rights of the Child was implemented in Swedish law on the 1st ofJanuary 2020, and this study is based on the articles on children´s right to make their voices heard and be listened to, and children´s right to leisure, play and recreation. The purpose of the study is to examine, from a child rights perspective, the way in which children´s agency appear in their expressed expectations of teachers in school-age educare. The study is framed by sociology of childhood and social relational theory to deepen the understanding of children´s participation in interaction with their teachers. A total of 170 children aged 6–11 years were interviewed, and the interviews were analysed. The results are presented divided into in the following themes: Teachers who create relationships for well-being, Teachers who offer children to be co-creators in their everyday lives and Teachers who inspire.

The aim of this study is to explore the way teachers enact policy regarding the tasks of complementation and compensation in Swedish School-Age Educare. As a result of numerous policy changes, school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational objectives, and content. In this paper, we investigate how these policy changes have transformed the everyday practice for staff working in these settings. We base our analysis on policy enactment theory, focusing on the way policy is transformed into practice. The research material consists of group interviews with 53 staff members interviewed in twelve focus groups, representing twelve different settings. The results highlight that enacting policy in Swedish school-age educare involves multiple interpretations of these concepts, being constrained by materiality in several ways, representing a mix of discourses in both policy and practice regarding the tasks of complementation and compensation.