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Söderman Lago, LinaORCID iD iconorcid.org/0000-0002-4841-9033
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Publications (10 of 27) Show all publications
Jansson, M. & Söderman Lago, L. (2019). Att göra teknik i fritidshem (1ed.). In: Helene Elvstrand, Lina Lago & Maria Simonsson (Ed.), Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt (pp. 265-286). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att göra teknik i fritidshem
2019 (Swedish)In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 265-286Chapter in book (Other academic)
Abstract [sv]

I kapitlet fokuseras fritidshemmets teknikundervisning. Fokus ligger på hur fritidshemmets teknik görs i vardaglig praktik av lärare och elever. Det finns många aktiviteter med olika teknikinnehåll i fritidshemmet men tekniken förblir ofta outtalad. I kapitlet diskuteras hur teknikundervisningen kan gå från att göra till att förstå vad man gör.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159614 (URN)9789144119953 (ISBN)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-21Bibliographically approved
Söderman Lago, L. (2019). Different Transitions: Children’s different experiences of the transition to school. In: Sue Docket, Johanna Einarsdóttir & Bob Perry (Ed.), Listening to children's advice about starting school and school age care: (pp. 55-68). London: Routledge
Open this publication in new window or tab >>Different Transitions: Children’s different experiences of the transition to school
2019 (English)In: Listening to children's advice about starting school and school age care / [ed] Sue Docket, Johanna Einarsdóttir & Bob Perry, London: Routledge, 2019, p. 55-68Chapter in book (Refereed)
Abstract [en]

How do you become a schoolchild? What does it mean to become a schoolchild? For many children around the globe the path from early childhood education to school is probably quite clearly mapped out. Many countries, including Sweden, organize school in a way in which children typically follow their age group through their educational journey. Age is the primary organizing factor for the school class as well as for the content of school. Children attend school with other children in Sweden born the same year. They study school subjects with a content that is adapted to their age and is tested on this content in relation to their age. They are also expected to follow the school's progression in a specific order and in a specific rate. You are a preschool child who becomes a schoolchild, a first grader who becomes a second grader, and a primary school child who become a secondary school child. But what happens when this order is broken and a child does not follow this predicted order? What does it mean for children when they or others do not follow the norm of school progression? In addition, how can teachers work with children that can be said to ‘fail’ the timetable of school? This chapter explores children’s different experiences of transition focusing on children who can be said to derivate from the pace and rate of the transition to school – children with different experiences of starting school.

Place, publisher, year, edition, pages
London: Routledge, 2019
Series
Towards an Ethical Praxis in Early Childhood
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-155041 (URN)9780815352440 (ISBN)9780815352426 (ISBN)9781351139403 (ISBN)
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-03-11Bibliographically approved
Elvstrand, H. & Söderman Lago, L. (2019). Do they have a choice?: Pupils’ choices at LTCs in the intersection between tradition, values and new demands. Education Inquiry
Open this publication in new window or tab >>Do they have a choice?: Pupils’ choices at LTCs in the intersection between tradition, values and new demands
2019 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article investigates the question of making choices at Swedish LTCs. The theoretical framework draws on symbolic interactionism and the concept of inhabited institutionsanalysing teachers’ meaning-making and interactions between teachers and pupils at the LTCs. Because of changing policies, a tension between new demands and an LTC tradition of activities being voluntary has emerged. When teachers try to make sense of the tension between demands and tradition, choice becomes an important issue and teachers try to balance pupils’ free choices with teacher-led activities. The results show that pupils are often given the opportunity to choose, but even though teachers value pupils’ possibilities to choose, pupils’ choices are limited rather than free. When the teachers try to make sense, of pupils’ choices they oriented towards both traditions and values (choice is important), and towards new demands (choice should be visible). Choices are thus highlighted and made measurable in specific ways in LTC practice.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Leisure time centre, pupils’ choices, policy demands, inhabited institutions, grounded theory
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-160078 (URN)10.1080/20004508.2019.1656505 (DOI)2-s2.0-85071333568 (Scopus ID)
Available from: 2019-09-03 Created: 2019-09-03 Last updated: 2019-11-25Bibliographically approved
Elvstrand, H., Söderman 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: 2019-08-21Bibliographically approved
Elvstrand, H. & Söderman 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: 2019-08-21Bibliographically approved
Lago, L. & Elvstrand, H. (2019). ”Jag har oftast ingen att leka med” [“Usually I have no-one to play with”]: Sociala exkludering på fritidshem [peer rejection in leisure-time centres]. Nordic Studies in Education, 39(2), 104-120
Open this publication in new window or tab >>”Jag har oftast ingen att leka med” [“Usually I have no-one to play with”]: Sociala exkludering på fritidshem [peer rejection in leisure-time centres]
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.

Place, publisher, year, edition, pages
Universitetsforlaget, 2019
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-159610 (URN)10.18261/issn.1891-5949-2019-02-03 (DOI)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-19Bibliographically approved
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
Elvstrand, H. & Söderman Lago, L. (2019). “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, 189(13), 2156-2166
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
2019 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 13, p. 2156-2166Article in journal (Refereed) Published
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, 2019
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)000489567700008 ()2-s2.0-85042910094 (Scopus ID)
Available from: 2018-03-26 Created: 2018-03-26 Last updated: 2019-10-31Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4841-9033

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