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Elvstrand, H., Lago, L. & Simonsson, M. (Eds.). (2019). Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt
2019 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Varje dag, före och efter skolan och på lov, går nästan en halv miljon svenska elever i fritidshem. På fritids träffar elever kompisar, får leka och pröva spännande aktiviteter. Att fritidshem är väl fungerande är avgörande för de många barn som tillbringar stora delar av sin dag där. Fritidshemmets uppdrag har under de senaste åren delvis förskjutits, t.ex. har undervisning fått en allt mer framskjuten plats. I Fritidshemmets möjligheter – att arbeta fritidspedagogiskt presenterar författarna en rad viktiga områden om hur fritidshemmet kan bidra till barns allsidiga utveckling och lärande.

I boken lyfts kärnfrågor som fritidshemmets sociala uppdrag, lek, föräldrasamverkan, fritidshemsutveckling. Här tas även ­nyare innehåll om fritidspedagogiskt arbete upp, som t.ex. hur man kan arbeta med språk, matematik, naturvetenskap och teknik.

Fritidshemmets möjligheter – att arbeta fritidspedagogiskt ger en god grund för att skapa ett inspirerande innehåll för de många barn som tillbringar stora delar av sin tid på fritidshemmet. Boken vänder sig till studerande på lärarutbildningar och redan yrkesverksamma.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019. p. 288 Edition: 1
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159611 (URN)9789144119953 (ISBN)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-14Bibliographically approved
Elvstrand, H. & Lago, L. (2019). Fritidspedagogiskt arbete (1ed.). In: Helene Elvstrand, Lina Lago & Maria Simonsson (Ed.), Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt (pp. 21-41). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Fritidspedagogiskt arbete
2019 (Swedish)In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 21-41Chapter in book (Other academic)
Abstract [sv]

I kapitlet beskrivs och diskuteras fritidshemmets uppdrag, praktik och förutsättningar. Några för området centrala begrepp introduceras och definieras för att ge en bakgrund och ett ramverk för fritidshemmet som social och didaktisk arena.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159612 (URN)9789144119953 (ISBN)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-14
Lago, L. & Elvstrand, H. (2019). ”Jag har oftast ingen att leka med”: Sociala exkludering på fritidshem. Nordic Studies in Education, 39(2), 104-120
Open this publication in new window or tab >>”Jag har oftast ingen att leka med”: Sociala exkludering på fritidshem
2019 (Swedish)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, no 2, p. 104-120Article in journal (Refereed) Published
Abstract [en]

This study examines pupils’ social relations and especially social exclusion in leisure-time centres (LTCs). Based on categorization of the material from the field, exclusion has emerged as a key action in pupils’ relationships with each other. The result shows various types of exclusion events and how exclusion is made possible in the LTC context. In LTCs, the events of conditional participation, invisibility, and rejection are actions through which pupils in LTCs exclude other pupils. No or little teacher presence is characteristic of these events, and the pupils themselves are left to negotiate inclusion and exclusion with each other. For some pupils, this means a socially vulnerable situation, and these events can be interpreted as social actions that may lead to, or be interpreted as, bullying.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159610 (URN)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-12
Söderman Lago, L. & Elvstrand, H. (2019). Kamratrelationer i fritidshemmets uppdrag och praktik (1ed.). In: Helene Elvstrand, Lina Lago & Maria Simonsson (Ed.), Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt (pp. 69-89). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Kamratrelationer i fritidshemmets uppdrag och praktik
2019 (Swedish)In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 69-89Chapter in book (Other academic)
Abstract [sv]

Att arbeta med barns sociala relationer är en central del av fritidshemmets uppdrag. Kapitlet beskriver dels hur sociala relationer skrivs fram i fritidslärares uppdrag, dels hur fritidshemmet som arena skapar möjligheter och hinder för elevers sociala relationer. För att göra detta beskrivs hur sociala relationer kan förstås som begrepp men också hur sociala relationer formas och ges mening i fritidshemmets praktik.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159615 (URN)9789144119953 (ISBN)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-14Bibliographically approved
Söderman Lago, L. & Elvstrand, H. (2019). Lek på fritidshem: ”Att ha roligt är att leka” (1ed.). In: Helene Elvstrand, Lina Lago & Maria Simonsson (Ed.), Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt (pp. 115-139). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Lek på fritidshem: ”Att ha roligt är att leka”
2019 (Swedish)In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 115-139Chapter in book (Other academic)
Abstract [sv]

I kapitlet presenteras ett perspektiv på lek med fokus på lekens sociala dimensioner samt forskning om lek i fritidshem. Därefter presenteras två perspektiv på lek, ett lärarperspektiv och ett elevperspektiv. Hur kan lek i fritidshem förstås som ett pedagogiskt verktyg för fritidslärarna? Hur ser eleverna själva på sin egen lek i fritidshemmet? och Hur kan dessa båda perspektiv förstås i förhållande till varandra?

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159616 (URN)9789144119953 (ISBN)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-14Bibliographically approved
Schuler Braunschweig, P., Elvstrand, H., Kappler, C., Söderman Lago, L., Jansson, M. & Chiapparini, E. (2019). Teaching in Different Spaces: How Educators and Teachers Work Together in Full-Day Schools (1ed.). In: Marianne Schüpbach and Nanine Lilla (Ed.), Extended Education from an International Comparative Point of View: WERA-IRN Extended Education Conference (pp. 85-99). Wiesbaden: Springer
Open this publication in new window or tab >>Teaching in Different Spaces: How Educators and Teachers Work Together in Full-Day Schools
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2019 (English)In: Extended Education from an International Comparative Point of View: WERA-IRN Extended Education Conference / [ed] Marianne Schüpbach and Nanine Lilla, Wiesbaden: Springer, 2019, 1, p. 85-99Chapter in book (Refereed)
Abstract [en]

Professionals in all-day schools and in leisure time centres strive to purposefully extend the curriculum in the classroom with extracurricular activities. Extracurricular activities are more or less organized activities outside of the traditional teaching lessons during a regular school day and include supervised games, free play, and structured lessons organized before and after lunchtime. These activities are held at the school building. Such activities are added to children’s school days, making them more integrated to maximize social and cognitive learning for students and to enhance educational development. Education at school is extended in time and space, taught by professionals. The multi-professional cooperation among classroom teachers and extracurricular activities teachers is seen as powerful but can be rife with tension as professional boundaries are crossed. Data from interviews with classroom teachers and extracurricular activities teachers focusing on the meaning of extended education in newly organized all-day schools in urban Switzerland (n=32) and in Sweden (n=18) is analyzed using Grounded Theory Methods and viewed as a field for negotiating professional responsibilities. Despite different traditions in all day schooling, a lack of understanding of the other profession is a hindering factor for a symmetrical professional cooperation in both countries.

Place, publisher, year, edition, pages
Wiesbaden: Springer, 2019 Edition: 1
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159634 (URN)10.1007/978-3-658-27172-5_7 (DOI)9783658271718 (ISBN)9783658271725 (ISBN)
Available from: 2019-08-13 Created: 2019-08-13 Last updated: 2019-08-14Bibliographically approved
Memisevic, A., Elvstrand, H. & Hultén, M. (2018). Science in leisure-time center - opportunities and difficulties. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA), March 8-10 2018, Oslo, Norway.
Open this publication in new window or tab >>Science in leisure-time center - opportunities and difficulties
2018 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The aim of this presentation is to discuss preliminary findings from an ongoing research project on science education in leisure-time center (LTC). The focus is on the communicative practice of science education in LTC: How do teacher, pupils and artefacts interact in creating science practices in LTC? We are also interested in how this practices may change depending on if the pupils have learning disabilities or not and what this may say about differences in learning opportunities in learning science at LTC?

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-148060 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA), March 8-10 2018, Oslo, Norway
Available from: 2018-05-29 Created: 2018-05-29 Last updated: 2018-06-05
Elvstrand, H., Hallström, J. & Hellberg, K. (2018). Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]. NorDiNa: Nordic Studies in Science Education, 14(1), 37-53
Open this publication in new window or tab >>Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan [What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool]
2018 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 1, p. 37-53Article in journal (Refereed) Published
Abstract [en]

In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010. Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they handle technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of working with technology in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was analyzed with open coding in a Grounded Theory tradition. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, the teachers are uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also need to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

Place, publisher, year, edition, pages
Oslo/Stockholm: University of Oslo and Stockholm University, 2018
Keywords
Technology in preschool, preschool teachers' experiences, young children, preschool, qualitative focusgroups
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-144411 (URN)10.5617/nordina.2670 (DOI)
Available from: 2018-01-19 Created: 2018-01-19 Last updated: 2019-08-13Bibliographically approved
Elvstrand, H. & Söderman Lago, L. (2018). “You know that we are not able to go to McDonald’s”: Processes of Doing Participation in Swedish Leisure Time Centres. Early Child Development and Care
Open this publication in new window or tab >>“You know that we are not able to go to McDonald’s”: Processes of Doing Participation in Swedish Leisure Time Centres
2018 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study aims to answer the question of how pupils’ participation is acted within the context of Swedish leisure time centres (LTCs) through the analysis of ethnographic material from five different LTCs. The analysis took a grounded theory approach, and the results show that pupils’ participation in LTCs can be seen as an ongoing negotiation and that participation is something that needs to be worked with in everyday interactions. We identify three important processes for doing participation in LTCs – participation by negotiating, participation by initiating, and participation by choosing. Different aspects of formal and informal ways of doing participation are also of importance, and while pupils can have a greater influence in informal negotiations, this requires certain negotiating skills that not all children possess.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Participation; Children’s rights; Leisure Time Centre; Sociology of childhood
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-146084 (URN)10.1080/03004430.2018.1443920 (DOI)2-s2.0-85042910094 (Scopus ID)
Available from: 2018-03-26 Created: 2018-03-26 Last updated: 2018-05-09Bibliographically approved
Söderman Lago, L. & Elvstrand, H. (2017). Pupils’ everyday transitions in school as a condition for social relations and activities in leisure time centres. Early years
Open this publication in new window or tab >>Pupils’ everyday transitions in school as a condition for social relations and activities in leisure time centres
2017 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed) Published
Abstract [en]

This article focuses on how pupils’ everyday transitions constitute a condition for pupils’ activities and relationships, and how pupils understand and give meaning to their everyday transitions between different school settings (school and Leisure Time Centre). To examine this, we made participant observations in three different educational settings. The focus of these observations is on pupils in their everyday life in school and LTC, thereby gaining insight into the experiences of being a pupil in these settings. In regard to social relations, the changes brought about by daily transitions between educational settings create conditions for different activities and changes in the group. The changes in groups that occur in the different contexts of everyday transitions in school can be both an opportunity and an obstacle, depending on the situation and with whom pupils wish to engage in social interaction. Thus, it is clear that the transition from school to LTC often involves changes in the group, thereby changing the conditions of pupils’ opportunities to form relationships with each other.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Everyday transitions; school; leisure time centre; peer relations; peer cultures
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-140193 (URN)10.1080/09575146.2017.1371675 (DOI)
Available from: 2017-09-04 Created: 2017-09-04 Last updated: 2017-09-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6933-5667

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