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Child perspectives in a School-Age Educare setting.
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.ORCID iD: 0000-0001-8818-047X
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2015 (English)In: Child perspectives in a School-Age Educare setting., 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research aims

The aim is to study children’s meaningmaking about learning in school age educare.

Relationship to previous research works

The university trained school age educare teachers’ competence differs to some degree from a classroom teacher due to the pedagogy that focuses more on child perspectives, identity making, care and learning through practical and aesthetical methods (Hansen, 1999; Carlander, 1999; Haglund, 2004). From a child´s perspective this can mean that school age educare teachers can offer different tools that will help them in their subject’s orientated learning process and in lifelong learning (Evaldsson, 1993; Hippinen-Ahlgren, fortcoming; Johansson & Ljusberg, 2004; Kjaer, 2005; Pálsdóttir, 2010)

Theoretical and conceptual framework

The theoretical perspective used is socio-cultural. Pupils are constructed by and also construct themselves in interaction with various discourses they encounter. Discourses are built in and around artifacts (Vygotskij 1999; Bakhtin 1986; Säljö 1999, 2000). Learning and sense making is seen from this perspective as participation in communication/interaction.

Paradigm, methodology and methods

The study is based on semi structural interviews with children attending school age educare.

Ethical Considerations

Places and individuals are made anonymous in field notes and in the processing of the material. The audio recordings are kept locked in filing cabinets at Stockholm University. In the written informed consent directed to teachers, students and their guardians it is clear who is responsible for the project with contact information. Observational studies and interviews carried out only where participants (and guardians) gave their consent.

Main finding or discussion

How can we understand children’s meaningmaking about learning in school age educare?

Implications, practice or policy

How can we understand and develop the practice from children’s perspective?

Place, publisher, year, edition, pages
2015.
Keyword [en]
Child perspective, School-Age Educare
National Category
Social Sciences
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-148133OAI: oai:DiVA.org:su-148133DiVA: diva2:1149727
Conference
EECERA 25 the Conference at the Facultat de Ciències de l'Educació, Universitat Autònoma de Barcelona, Spain 07th September - 10th September 2015.
Available from: 2017-10-16 Created: 2017-10-16 Last updated: 2017-10-16

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