Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
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: : Barcelona, Catalunya, Spain7th - 10th September 2015, 2015Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

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?

Place, publisher, year, edition, pages
2015.
Keywords [en]
Child perspective, School-Age Educare
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-148133OAI: oai:DiVA.org:su-148133DiVA, id: diva2:1149727
Conference
EECERA 25th Conference, Barcelona, Spain September 7-10, 2015
Available from: 2017-10-16 Created: 2017-10-16 Last updated: 2018-10-08Bibliographically approved

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Ljusberg, Anna-LenaHippinen Ahlgren, Anneli
By organisation
Department of Child and Youth Studies
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 22 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf