liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
Publications (10 of 76) Show all publications
Lago, L. & Elvstrand, H. (2024). Frihet, frivillighet och styrning: Elevers friutrymme i fritidshem. In: Sofia Lundmark & Janne Kontio (Ed.), Fritidsdidaktiska dilemman: (pp. 39-61). Stockholm: Natur och kultur
Open this publication in new window or tab >>Frihet, frivillighet och styrning: Elevers friutrymme i fritidshem
2024 (Swedish)In: Fritidsdidaktiska dilemman / [ed] Sofia Lundmark & Janne Kontio, Stockholm: Natur och kultur, 2024, p. 39-61Chapter in book (Other academic)
Abstract [sv]

I skenet av de policyförändringar som skett det senaste decenniet kan det svenska fritidshemmet sägas befinna sig i en omorienteringsfas där frågor kan ställas kring hur morgondagens fritidshem ska gestaltas och där olika värden kan komma i konflikt med varandra (Elvstrand & Lago, 2020). En central spänning handlar om i vilken utsträckning fritidshemmet ska vara en utbildningsinstitution som präglas av valfrihet, friutrymme och lärare som följer och stödjer snarare än leder elever eller en verksamhet som präglas av lärarledd undervisning och en starkt inramad och styrd fritidshemstid för elever. På detta sätt diskuteras ibland fritidshemmets undervisning där två motpoler målas upp som de vägar som fritidshemmets personal har att välja på. I framställningen kopplas det förra ofta samman med en fritidspedagogisk tradition och det senare med senaste årens – eller årtiondenas – styrning av fritidshemmet (Elvstrand & Lago, 2020). Frågan knyter också an till fritidshemmets uppdrag. Det finns en komplexitet i  att fritidshemmet ska [LSL1] erbjuda möjligheter till en meningsfull fritid, vilket kan förstås som en subjektiv upplevelse, samtidigt som fritidshemmet är en målstyrd utbildningsverksamhet där elevers lärande står i fokus.

I detta kapitel tar vi avstamp i denna spänning genom att utgå från ett aktörsperspektiv, främst barns – eller elevers – perspektiv. I de berättelser vi har tagit del av när vi i olika studier lyssnat på hur elever uppfattar fritidshemmet kan vi se att det finns två viktiga aspekter som lyfts fram. Den första handlar om att ett centralt värde i fritidshemmet är den sociala gemenskapen. Det vill säga att elever beskriver fritidshemmet i termer av en plats där det ska finnas utrymme för lek och för att få vara med kompisar. Den andra aspekten handlar om vikten av att som elev ha möjlighet att få vara delaktig i att förfoga över sin eftermiddag i fritidshemmet. Båda dessa aspekter i fritidshemmet, sociala relationer och elevers delaktighet går att relatera till fritidshemmets pedagogiska tradition, som har varit starkt influerad av socialpedagogik, där en betoning ligger på gruppen, sociala relationer och att elever ska ha möjlighet att påverka fritidshemmets verksamhet (Dahl, 2014; Gustafsson Nyckel, 2020).

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2024
Keywords
Fritid; Frivillig; Obligatorisk; Sociala relationer, Elevperspektiv
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-198124 (URN)978-91-27-46613-5 (ISBN)
Available from: 2024-02-22 Created: 2024-02-22 Last updated: 2024-02-22
Lago, L. & Elvstrand, H. (2023). Children’s participation and leisure possibilities on an institutionalized leisure arena: The Swedish School-Age Educare Centre as an example. In: Utsa Mukherjee (Ed.), Childhoods & Leisure: Cross-Cultural and Inter-Disciplinary Dialogues (pp. 163-184). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Children’s participation and leisure possibilities on an institutionalized leisure arena: The Swedish School-Age Educare Centre as an example
2023 (English)In: Childhoods & Leisure: Cross-Cultural and Inter-Disciplinary Dialogues / [ed] Utsa Mukherjee, Cham: Palgrave Macmillan, 2023, p. 163-184Chapter in book (Refereed)
Abstract [en]

Children’s leisure is increasingly seen as recourse with the potential to address a range of issues. If children use their leisure in useful and productive ways, and if the leisure is organized in ways that provides security, stable frameworks, and meaningful content, it is considered to fulfil an important function both for children and society. In the Swedish context, out of school activities for younger school children (ages 6 to 12) is organized in School-age educare Centres (SAEC), a kind of activity that is organized within school but have the assignment to work with children’s leisure, social relations, education, and care. The SAEC can be described as an institutional leisure arena. In the chapter, such institutionalized leisure is problematized focusing on how children have influence over their activities in relation to the institutional setting. The results show that there is room for children’s influence and a broad understanding of what a meaningful leisure time is, which means that children are taking an active role in challenging, maintaining, and ‘doing’ the institution. At the same time, influence is challenged by SAECs’ conditions, for example an increased focus on learning, and there is a risk that children’s subjective experience of meaningfulness is lost

Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2023
Series
Leisure Studies in a Global Era
Keywords
Institutionalized leisure; Children’s leisure; School-age educare Centres; Meaningful leisure; Child participation, Barn, Fritid
National Category
Educational Sciences Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-193645 (URN)10.1007/978-3-031-33789-5_7 (DOI)9783031337888 (ISBN)9783031337918 (ISBN)9783031337895 (ISBN)
Available from: 2023-09-14 Created: 2023-09-14 Last updated: 2023-11-16Bibliographically approved
Söderman Lago, L. & Elvstrand, H. (2023). Das 'School-age Educare' (SAEC) in Schweden: Betreuung, Bildung und Freizeit (1ed.). In: Patricia Schuler Braunschweig & Christa Kappler (Ed.), Tagesschulen im Fokus: Akteur*innen – Kontexte – Perspektiven (pp. 142-155). Bern: hep Verlag AG
Open this publication in new window or tab >>Das 'School-age Educare' (SAEC) in Schweden: Betreuung, Bildung und Freizeit
2023 (German)In: Tagesschulen im Fokus: Akteur*innen – Kontexte – Perspektiven / [ed] Patricia Schuler Braunschweig & Christa Kappler, Bern: hep Verlag AG , 2023, 1, p. 142-155Chapter in book (Other (popular science, discussion, etc.))
Abstract [de]

Was Kinder ausserhalb der Unterrichtszeit machen, ist in vielen Ländern ein brennendes Thema. Die Diskussion um die Freizeitsaktivitäten der Kinder hängt zum Teil mit der Familie und der Erwerbstätigkeit von Frauen zusammen, zum Teil mit den Schulnoten und anderen internationalen Leistungsmessungen wie PISA und TIMSS, und zum Teil mit den Vorstellungen darüber, wie eine gute Kindheit aussieht (Klerfelt & Stecher, 2018). In Schweden werden institutionelle Freizeitsaktivitäten im «School-Age Educare Centre» (SAEC) (auf Schwedisch «fritidshem») organisiert, welches ein bedeutsamer Bestandteil der Kinder- und Familienpolitik des schwedischen Wohlfahrtsstaates ist (vgl. Rohlin, 2012). Wichtige Funktionen der ausserunterrichtlichen und erweiterten Bildung in Form von SAEC sind Betreuung, Bildung und Freizeit. In diesem Kapitel wird der Auftrag des SAEC beschrieben, mit Fokus auf diese drei Funktionen.

Abstract [en]

Children’s whereabouts outside school hours is a burning issue in many countries. The issue of children’s out of school activities is partly related to the family and women's employment, partly related to school results and international measurements such as PISA and TIMSS, and partly related to ideas about how a good childhood should be shaped (Klerfelt & Stecher, 2018). In Sweden, these needs have been met in the form of fritidshem – School-age Educare Centres (SAEC) – which is an important part of the Swedish welfare state’s child and family policy (cf. Rohlin, 2012). Important functions of the Swedish extended education in form of SAECs are care, education, and leisure. In this chapter we will describe the SAECs assignment focusing on these three functions. 

Place, publisher, year, edition, pages
Bern: hep Verlag AG, 2023 Edition: 1
Keywords
School-age educare; Sweden; Care; Education; Leisure
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-193070 (URN)978-3-0355-2226-6 (ISBN)978-3-0355-2227-3 (ISBN)
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-08-17Bibliographically approved
Lago, L. & Elvstrand, H. (2023). Forskningsstudie om ensamhet och uteslutningar i fritidshem.
Open this publication in new window or tab >>Forskningsstudie om ensamhet och uteslutningar i fritidshem
2023 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

En sammanfattning av Lina Lagos och Helene Elvstrands studie ”Jag har oftast ingen att leka med”. De presenterar tre typer av social uteslutning och ger tips på hur vuxna kan arbeta för att motverka ensamhet. 

Keywords
Ensamhet; fritidshem; mobbning
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-195606 (URN)
Available from: 2023-06-22 Created: 2023-06-22 Last updated: 2023-10-31
Littmarck, S., Jansson, M., Bevemyr, M. & Elvstrand, H. (2023). Fritidshemmets fysiska lärmiljöer: Förutsättningar för och planering av inomhusmiljöer för varierade handlingserbjudanden. Barn, 41(4), 100-117
Open this publication in new window or tab >>Fritidshemmets fysiska lärmiljöer: Förutsättningar för och planering av inomhusmiljöer för varierade handlingserbjudanden
2023 (Swedish)In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 41, no 4, p. 100-117Article in journal (Refereed) Published
Abstract [sv]

I denna studie ligger fokus på svenska fritidshems fysiska lärmiljöer och hur fritidshemslärare beskriver att de arbetar med att utforma och utveckla fritidshemmets miljö och i förlängningen vilka handlingserbjudanden detta kan möjliggöra för eleverna. Studien bygger på samtalspromenader med fritidshemslärare där de olika miljöerna filmats och där lärarna beskrivit sina intentioner med utformningen av dessa. Datamaterialet har analyserats tematiskt. Resultatet visar att möjligheten att råda över lokalerna kan ha betydelse för fritidshemmens möjlighet att erbjuda en variation av fysiska lärmiljöer och handlingserbjudanden. I analysen har återkommande typer av lärmiljöer kunnat urskiljas där fritidshemslärarna planerar för 

olika handlingserbjudanden. Resultatet visar även att eleverna beskrivs som medskapare av miljöerna och att de finner egna möjligheter till handling i planerade miljöer. Samtidigt visar analyserna också att fritidshemslärarna beskriver hur de reglerar och styr elevernas samspel med miljöerna i linje med olika normer och regler i fritidshemmen. 

Abstract [en]

Physical Learning Environments in Swedish School-Age Educare. Conditions for and Planning of Indoor Environments for a Variety of Possibilities for Actions

This study focuses on the physical learning environments in Swedish school-age educare centres (SAEC) and how SAEC-teachers describe their work with the formation of SAEC-environments and the possibilities for action these present to pupils. The study is based on walk-and-talk interviews with teachers in SAEC-centers where the different environments were video-recorded, and the teachers were asked to describe their intentions with these environments. The data has been analyzed thematically. The results show that the possibility to control the premises can be important for the SAECs ability to offer a variety of physical learning environments and of possibilities for action (affordance). Recurring types of physical learning environments have been distinguished where the SAEC-teachers plan for a variety of action alternatives. Pupils are described as co-creators of the environments and find their own possibilities for action in planned environments. SAEC-teachers also describe how they regulate pupils’ interaction with the environments in line with various norms and rules in the SAEC.

Keywords
Swedish School-age educare, physical learning environment, affordance, walk and talk, fritidshem, fysisk lärmiljö, handlingserbjudanden, samtalspromenader
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-199518 (URN)10.23865/barn.v41.5301 (DOI)
Available from: 2023-12-08 Created: 2023-12-08 Last updated: 2023-12-12
Ringskou, L., Gravesen, D. T., Aagaard Christensen, A., Elvstrand, H., Lago, L., Schuler, P., . . . Hollman, E. (2023). Handbook: Social inclusion through pupils' participation (SIPP).
Open this publication in new window or tab >>Handbook: Social inclusion through pupils' participation (SIPP)
Show others...
2023 (English)Report (Other (popular science, discussion, etc.))
Abstract [en]

The purpose of the SIPP project “Social Inclusion through Pupils’ Participation” is firstly to support teachers to develop their work with participation and social inclusion based on pupils’ perspectives and experiences of social inclusion; furthermore, it aims to creating pedagogical material and developing strategies where teachers and researchers in cooperation elaborate learning opportunities, which support pupils’ social belonging and agency. In doing so, the project also contributes to, as well as it builds on, the support of teachers and professions. To develop knowledge through interaction between theory and practice is a successful starting point for teachers to own their knowledge, methods and to develop professional knowledge (Greenwood & Levin 2007; Närvänen & Elvstrand, 2019), hence supports professionalism and contributes to the development of the profession. The project stands on a belief that pupils’ perspectives need to be included in order to develop tools to enhance pupils’ participation. Pupils’ voices are for this reason an important resource to understand the complexity of social inclusion and to develop tools that can meet this complexity. More specifically the SIPP project focuses upon methods of how to create a socially inclusive climate in pupils’ whole school day, both in classrooms, breaks and different forms of extended education. Further, it aims to support teachers and educators to gain deeper professional knowledge about social inclusion as well as to develop participatory tools that enhance social inclusion in their everyday practice. The different activities and methods that are developed in the project will support teachers’ and educators’ professional development as they root and deepen their professional knowledge didactically and competence. Another central goal of the project is to open to a European dimension, where international exchange is a base to share professional teacher knowledge. It also provides a basis to capture the diversity and different experiences of pupils across different national contexts. With help of the child centered method, described above, the different activities in the project support teachers and educators to explore and develop their professional work based on pupils’ perspectives and experiences, to create educational material and develop and evaluate strategies, where teachers, educators and researchers in cooperation create learning opportunities that support pupils’ social inclusion. To support teachers’ and educators’ professional development in a European perspective is a key to develop sustainable knowledge and methods to deal with social inclusion in education in Europe. The primary target groups for the project are both teachers and educators in primary school/extended education and pupils in the ages 6-12. The pupils are recognized as actors during the whole project period when they share their experiences of social inclusion and possibilities for participation. The teachers and educators, together with the researchers, work to develop tools to enhance pupils’ participation. In addition, the project is aimed at school leaders, educational advisors, policy makers, different stakeholders and researchers in education who all have important political mandates in relation to teachers’ and educators work and pupils’ possibilities to participation. In conclusion, the overall aims of the project include:1. Initiate international cooperation and strengthen the European dimension in partner organizations.2. Analyse existing studies related to the field of social inclusion and specifically pupils’ participation.3. Explore, develop and analyse pupils’ experiences and perspectives as a tool for working with social inclusion in the school.4. Support teachers and educators to develop, implement and monitor best practice by using action research methods as a way to explore and modify their own practice to increase pupils’ social inclusion in school.5. Increase the knowledge, awareness and understanding of teachers and educators in order to identify risks for social exclusion and possibilities to social inclusion to strengthen educators’ professional role in school.6. Design tools to work with pupils’ perspectives and experiences of social inclusion.7. Bundle and disseminate knowledge, experiences and best practice developed within the project to larger target group.

Publisher
p. 51
Keywords
Social inclusion; participation; school development
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-198899 (URN)
Projects
Social Inclusion through Pupils Participation (SIPP); Founded bu Erasmus+, project number 2020-1-SE01-KA201-077851
Available from: 2023-10-31 Created: 2023-10-31 Last updated: 2023-10-31
Elvstrand, H., Stenliden, L. & Söderman Lago, L. (2023). How digital activities become (im)possible in Swedish school-age educare centres. Journal of Childhood, Education & Society, 4(1), 84-94
Open this publication in new window or tab >>How digital activities become (im)possible in Swedish school-age educare centres
2023 (English)In: Journal of Childhood, Education & Society, ISSN 2717-638X, Vol. 4, no 1, p. 84-94Article in journal (Refereed) Published
Abstract [en]

This study explores how digital tools play a part in the practices of Swedish school-age educare centres (SAEC). The aim is to contribute knowledge about opportunities and/or obstacles in and with digital activities in SAEC practices. Data is produced using observations and conversations at five SAEC centres. The SAEC practice is found to be characterized by three different approaches to digital tools and their use: 1) A permeating practice, where digital tools are an integrated part of the whole day, 2) A happening practice, where digital tools are present on special occasions, and 3) A neglecting practice, where digital tools are absent. These differences can be connected to how teachers interpret their assignment but also to differences in competence, access, and interest in relation to digital tools. This entails that SAEC pupils are given unequal opportunities to develop digital skills.

Keywords
School-age educare, Digital tools, Digital activities
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-191789 (URN)10.37291/2717638X.202341246 (DOI)
Available from: 2023-02-15 Created: 2023-02-15 Last updated: 2023-03-16
Lago, L., Elvstrand, H. & Hellberg, K. (2023). School child parenting put under pressure: Conditions for and practices of parenting school aged children with disabilities before, during and after a pandemic. In: : . Paper presented at 40th Anniversary conference of the Nordic journal BARN.
Open this publication in new window or tab >>School child parenting put under pressure: Conditions for and practices of parenting school aged children with disabilities before, during and after a pandemic
2023 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Parenting a child is not only a matter of the relationship between parent and child. Being a parent is also to deal with all the aspects seeping into family life trough relations outside of the family. For parents to school aged children, the relations connected to school are one set of aspects affecting the conditions for and practices of parenting. In this study we examine these parts of parenting in relation to a specific period, the Covid 19 pandemic, and a specific group of children, children with disabilities.

Keywords
disability, childhood studies, parenting, COVID-19
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-200454 (URN)
Conference
40th Anniversary conference of the Nordic journal BARN
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2021-01872
Available from: 2024-01-26 Created: 2024-01-26 Last updated: 2024-01-26
Elvstrand, H. & Lago, L. (2023). Tema - en väg för att skapa helhet och lugn i det fritidspedagogiska arbetet. Venue
Open this publication in new window or tab >>Tema - en väg för att skapa helhet och lugn i det fritidspedagogiska arbetet
2023 (Swedish)In: Venue, ISSN 2001-788XArticle in journal (Other academic) Published
Abstract [sv]

Artikel belyser ett aktionsforskningsarbete i fritidshem inom ramen för ULF. Projektet syftar till att öka kvalitén i fritidshem och att personalen får verktyg att arbeta på ett systematiskt sätt med läroplanen med utgångspunkt i fritidspedagogik. I utvecklingarbetet, som beskrivs i artikeln, har arbetslaget prövat ett temainriktat arbetssätt där de fokuserat på det i läroplanen framskrivna centrala innehållet för fritidshemmet och relaterat det till sociala relationer, elevinflytande och utvecklande av kompetenser. I denna artikel presenteras ett ULF projekt där personal och forskare arbetat tillsammans för att utveckla fritidshemmets undervisningspraktik. Genom gemensamma reflektioner har undervisningen gått från ett fokus på aktiviteter till att i ökad utsträckning handla om ett helhetsperspektiv på undervisningens innehåll samt ta en tydlig utgångspunkt i sociala relationer och elevers delaktighet.

Keywords
Fritidshem, skolutveckling, ULF, fritidspedagogik
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-194942 (URN)10.3384/venue.2001-788x.4445 (DOI)
Available from: 2024-01-26 Created: 2024-01-26 Last updated: 2024-01-26
Lago, L., Elvstrand, H., Roli, G., Kamstrup, K., Dahlqvist, I., Enegaard Hindhede, M., . . . Aguilera, A. (2023). Training methodology: Intellectual output 2, Playing project. SERN - Sweden Emilia Romagna Network
Open this publication in new window or tab >>Training methodology: Intellectual output 2, Playing project
Show others...
2023 (English)Report (Other (popular science, discussion, etc.))
Alternative title[sv]
Metodmaterial i Playing-projektet : Intellectual output 2
Abstract [en]

This report contains a training methodology on play-based learning as a teaching method. The training methodology draws on the collected experiences from the playing project and outlines the principles and methods used by ECE practitioners to enable children learning through symbolic play.

The target group of the training methodology on play-based learning are ECE practitioners, preschool teachers, educators, pedagogical coordinators, and researchers. The objectives of the training methodology (Output 2, in the Playing project) are:

  • to increase knowledge of the concept of play-based methodologies and symbolic play.
  • to create new skills resulting from the comparison between practices adopted in different European countries.
  • to enhance the ability of ECE practitioners by providing tools and principles for the correct adoption of play-based methodologies.

The methodology, as well as the project, focuses on the symbolic play, play-based learning, and development of language. A specific focus in the Playing project as well as in the training methodology is how the symbolic play can help developing language.

Abstract [sv]

Denna rapport innehåller ett metodmaterial om lekbaserat lärande. Metodmaterialet bygger på de samlade erfarenheterna från Playing-projektet och beskriver de principer och arbetssätt som har använts av förskolepersonal för att möjliggöra barns lärande genom symbolisk lek.

Målgruppen för metodmaterialet är pedagoger i förskola och tidig utbildning, förskollärare, förskolepersonal, pedagogiska samordnare och forskare. Målen för metodmaterialet (Output 2, i Playing-projektet) är:

  • att öka kunskapen om lekbaserade metoder och symbolisk lek 
  • att utveckla förskolepersonals förmågor genom att jämföra pedagogisk praktik i olika europeiska länder 
  • att förbättra förskolepersonals förmåga att använda verktyg och principer för lekbaserade arbetssätt 

Metodmaterialet, liksom projektet som helhet, fokuserar på symbolisk lek, lekbaserat lärande och språkutveckling. Ett särskilt fokus i Playing-projektet och i metodmaterialet är hur symbolisk lek kan bidra till språkutveckling.

Place, publisher, year, edition, pages
SERN - Sweden Emilia Romagna Network, 2023. p. 42
Keywords
Early Childhood Education; Preschool; Play; Play-based learning; Language; Profesional development
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-198104 (URN)
Projects
Playing project, founded by Erasmus+, project number 2020-1-SE01-KA201-077962
Available from: 2023-10-30 Created: 2023-10-30 Last updated: 2023-11-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6933-5667

Search in DiVA

Show all publications