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

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.

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

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.

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

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