liu.seSearch for publications in DiVA
Change search
Refine search result
12 1 - 50 of 79
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • 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
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Boström, Lena
    et al.
    Mittuniversitetet.
    Elvstrand, Helene
    Linköping University.
    Didaktik i fritidshem ur svenska rektorers perspektiv: Särskiljande föreställningar möter en pedagogisk praktik2023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed)
    Abstract [sv]

    Syftet med den här studien är att bidra med kunskap om svenska rektorers upp-fattningar om didaktikbegreppets innebörd i fritidshemmet. En tidigare studie har visat särskiljande uppfattningar hos rektorer i relation till andra aktörer inom fritidshemmet, varför behovet av en fördjupad studie av rektorers uppfattningar är relevant. Det empiriska materialet består av en webenkät besvarad av 51 rektorer omfattande öppna och slutna svarsalternativ. Det har analyserats med inferentiell och deskriptiv statistik samt innehållsanalys. Studien synliggör upp-fattningar rektorer har om innehållet i begreppet didaktik i fritidshem. Rektorer anser sig generellt sett ha goda kunskaper om begreppet, men deras beskrivningar av begreppet är relativt knapphändiga. Inga tydliga samband föreligger mellan rektorernas svar och deras ålder eller år inom yrket. Vidare visar resultatet få skill-nader mellan dem som anser sig ha goda kunskaper inom fältet och dem som an-ser sig ha mindre kunskaper. Den kvalitativa analysen av svaren genererade några olika teman om didaktik och undervisning med viss anknytning till didaktisk teoribildning. Slutsatsen är dock att rektorerna inte beskriver begreppet didaktik ingående eller mångfacetterat, men att det i viss mån sammanlänkas med under-visning, särskilt i skolmiljön. Gällande undervisningsbegreppet gör rektorerna mer explicita uttalanden, men dessa kan tolkas som tydligare länkade till rektors-rollen i grundskolan. Inga spår av didaktik i relation till fritidshemmets omsorgs-perspektiv kan skönjas. Ska rektorer leda verksamheten i fritidshemmet på ett framgångsrikt sätt krävs en samsyn mellan dem och personalen om hur upp-dragen ska förstås och genomföras. Där spelar didaktiken en avgörande roll. Av detta skäl ser vi behovet av intensifierad forskning på fältet som stort.

  • 2. Boström, Lena
    et al.
    Elvstrand, Helene
    Orwehag, Monica
    Didactics in school-age educare centres – An unexplored field but with distinctive views2022In: Social Sciences & Humanities Open, ISSN 2590-2911, Vol. 6, no 1, p. 100333-100333, article id 100333Article in journal (Refereed)
  • 3.
    Boström, Lena
    et al.
    Mittuniversitetet.
    Orwehag, Monica
    Högskolan Väst.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    På spaning efter fritidshemmets didaktik [In search of didactics in School Age Educare Centers]2022In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 16, no 1Article in journal (Refereed)
    Abstract [en]

    Didactics as a theoretical basis and as a research field in relation to teaching exists within many disciplines (e.g., natural sciences and preschool education) but not for leisuretime pedagogy. Despite this, teacher students in School Age Educare Centers (SAEC) must fulfil one of the nationally established goals which explicitly demands knowledge in didactics and subject didactics within the field of leisure-time pedagogy. In addition. the research is quite invisible. This study highlights how didactics has been explicitly dealt with in both scientific articles and research-based literature aimed at SAEC. The purpose of the literature review is as follows: a) identify and describe focus and orientation (both subject-wise and didactically) in the years 2000–2021, b) compare, discuss and problematize the results, and furthermore, c) point out future research orientations. The method is a systematic literature review (SLR) with a qualitative and quantitative content analysis. The results show that the interest in and awareness of the concept of didactics have developed over the past ten years, and that the vast majority of texts are based on a qualitative approach with discussing, argumentative and reflective analyses. A small number of studies are based on empirical data. In terms of content, the studies capture some of the traditional didactic concepts such as the teacher, leadership, andsubject didactics, but also different theoretical points of departure. The use of the concept of didactics in the SAEC indicates that the area needs to be developed, that the concept of didactics is used in relation to activities in SAEC, and that it is used as an interpretive framework for empirical material. The study certainly demonstrates the awareness of various didactic aspects, but there is a lack of studies that incorporate the didactic complexity

    Download full text (pdf)
    fulltext
  • 4.
    Colnerud, Gunnel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Olsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology.
    Szklarski, Andrzej
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Skolans moraliska och demokratiska praktik: Värdepedagogiska texter I2004Report (Other academic)
    Download full text (pdf)
    Skolans moraliska och demokratiska praktik: Värdepedagogiska texter I
  • 5.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Att göra delaktighet i skolan - elevers erfarenheter2015In: Utbildning och lärande, ISSN 1653-0594, Vol. 9, no 1, p. 102-115Article in journal (Refereed)
  • 6.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att göra delaktighet i skolan, elevers erfarenheter2015In: Utbildning och lärande, ISSN 1653-0594, Vol. 9, p. 102-114Article in journal (Refereed)
  • 7.
    Elvstrand, Helene
    Linköping University, Faculty of Educational Sciences.
    Barns rättigheter och delaktighet i fritidshem2020In: Fritidshemmets pedagogik i en ny tid / [ed] Björn Haglund, Jan Gustafsson Nyckel, Karin Lager, Malmö: Gleerups Utbildning AB, 2020, Vol. sidorna 171-186, p. 171-186Chapter in book (Other academic)
  • 8.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Delaktighet i skolans vardagsarbete2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Avhandlingens syfte är att belysa hur delaktighet kan ta sig uttryck i skolans vardagspraktik med fokus på både social och politisk delaktighet. Utgångspunkt för studien är att delaktighet är något som görs mellan aktörerna, dvs. eleverna och pedagogerna i skolan. Förutom att studera hur delaktighet görs lyfts även elevers erfarenhet av delaktighet fram samt vilka möjligheter och hinder som finns för elevers delaktighet i skolans vardag. Studiens resultat bygger på en etnografisk studie med elever som går i år 4-5 i grundskolan. Datamaterialet består av fältanteckningar, intervjuer, teckningar och skriftliga berättelser från eleverna, vilka analyserats med hjälp av Grounded Theory. Studiens resultat visar att delaktighet görs ständigt i skolans vardagsarbete vilket innefattar processer av att få vara med i en gemenskap men också motverkas genom exempelvis exkludering. Från elevernas perspektiv är social delaktighet betydelsefull och en källa till trivsel och välbefinnande i skolan. Elevers möjlighet till politisk delaktighet är begränsad framförallt i relation till vad elever kan ha inflytande över men även utifrån vilka som är delaktiga. Då formen för politisk delaktighet framförallt sker genom att elever inflytandeförhandlar dvs. på olika individualiserade sätt tar sig inflytande, blir följden att vissa elever upplever stor delaktighet medan andra är utestängda från beslutsfattande. Studien visar också att elevers sociala och politiska delaktighet är sammanlänkade då elever som är delaktiga i en kamratgemenskap också har större möjlighet att göra sin röst hörd i klassrummet och utöva politisk delaktighet.

    Download full text (pdf)
    Delaktighet i skolans vardagsarbete
    Download (pdf)
    Omslag
  • 9.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Den villkorade delaktigheten2013In: Barns livsvillkor: i mötet med skola och fritidshem / [ed] Mikael Jensson och Anders Fjällhed, Lund: Studentlitteratur AB, 2013, p. 105-119Chapter in book (Other (popular science, discussion, etc.))
  • 10.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Elevers delaktighet i fritidshem2022Report (Other academic)
  • 11.
    Elvstrand, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Dahl, Marianne
    Linnéuniversitetet.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Ett barndomssociologiskt perspektiv på fritidshemmets uppdrag och praktik2022In: Barn i fritidshem / [ed] Helene Elvstrand & Lina Lago, Stockholm: Liber, 2022, p. 12-33Chapter in book (Other academic)
    Abstract [sv]

    I denna bok är barnen i fokus, då speciellt utifrån deras roll somelever i fritidshem. Barns erfarenheter och upplevelser av fritidshemkan bidra till att vidga bilden av fritidshemsverksamhetenoch även komplettera den bild av fritidshem som finns i befintligforskning. Forskning som fram till nyligen dominerades avlärares perspektiv, arbete och profession. Højholt (2015) lyfterfram vikten av kunskap om barns vardagsliv som ett sätt att fåökad förståelse för de utmaningar och erfarenheter barn möter.Eftersom fritidshemmet är en betydelsefull del av många barnsvardagsliv finns det goda skäl att studera den. Boken blir pådetta sätt också ett bidrag till kunskap om en institutionaliseradbarndom.

  • 12.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, KarinLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Samuelsson, MarcusLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Thornberg, RobertLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares etik och professionella arbete: skolan som moralisk praktik : en vänbok till Gunnel Colnerud2013Collection (editor) (Other academic)
    Abstract [sv]

    Gunnel Colnerud, professor vid Institutionen för beteendevetenskap och lärande, vid Linköpings universitet har under den största delen av sitt yrkesverksamma liv varit engagerad i skolfrågor av olika slag. Ofta har fokus för hennes intresse och uppdrag legat i att förstå skolans vardagsliv och det komplexa uppdrag som läraryrket innebär. Gunnel fyller 67 år i januari 2015 och denna vänbok är en hyllning till henne från kollegor, både nationellt och internationellt, samt tidigare doktorander. Bidragen i antologin, Lärares etik och professionella arbete - skolan som moralisk praktik, är tänkt att spegla de områden som Gunnel i sin forskning varit engagerad i.

    Innan Gunnel påbörjade sin forskarutbildning i pedagogik var hon verksam som psykolog inom skolhälsovården. Denna erfarenhet av att ha mött barn och elevers utsatthet samt lärares ständiga arbete med att möta olika typer av förändringar och hantera en komplex yrkesroll är något som Gunnel burit med sig in i sin forskning, vilket inte minst syns i hennes outtröttliga engagemang i att vara en forskare som bidrar till skolans praktik.

    I mitten av nittiotalet Jade Gunnel fram sin avhandling som byggde på intervjuer med yrkesverksamma lärare och handlade om etiska dilemman lärare ställs inför i sitt yrkesutövande. Gunnel har allt sedan avhandlingsarbetet varit mycket engagerad i etiska frågor i relation till läraruppdraget och var en av de pådrivande krafterna i att tillsammans med Sveriges båda lärarförbund formulera gemensamma yrkesetiska principer, som kom att benämnas Lärares yrkesetik. I detta arbete gjorde Gunnel betydande insatser genom att problematisera yrkesetik som fenomen, medverka i otaliga utbildningsinsatser för lärare och lärarstudenter inom området och sist men inte minst bidra till att etablera yrkesetik som forskningsfält.

    Ett kännetecknande drag för Gunnels forskning har varit den starka viljan och övertygelsen om att forskning om skola behöver ske i relation till och med skolans praktik. Tillsammans med sin make och kollega professor Kjell Granström etablerade Gunnel en forskarmiljö med fokus på praxisnära forskning. Vi som är redaktörer för denna vänbok har alla haft förmånen att vara doktorander till Gunnel eller Kjell och fått möjlighet att växa som forskare i en forskarmiljö som präglats av kreativitet, engagemang och spännande diskussioner.

    Norrköping och Linköping, oktober 2013

    Helene, Karin, Marcus & Robert

  • 13.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hellberg, Kristina
    Institutionen för pedagogik och lärande, Linnéuniversitetet.
    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]2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 1, p. 37-53Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 14.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology and Gender in Early Childhood Education: How Girls and Boys Explore and Learn Technology in Free Play in Swedish Preschools2012In: Technology Education in the 21st Century: Proceedings from the PATT 26 Conference, Technology Education in the 21st Century, Stockholm, Sweden, 26-30 June, 2012 / [ed] Thomas Ginner, Jonas Hallström, Magnus Hultén, Linköping: Linköping University Electronic Press, 2012, p. 163-171Conference paper (Other academic)
    Abstract [en]

    The preschool is the first institutional context that Swedish children meet in their lives, and it therefore plays a very important role in the Swedish welfare state. As of 1998, preschools were part of the public school system and the first curriculum was then adopted. In the new curriculum for the preschool (2010) technology is emphasized as one of the most significant pedagogical areas to work with. In many countries the preschool age is seen as an important time for laying the foundations for interest in and knowledge about technology, since it is believed that the children’s curiosity comes naturally. It is thus seen as a crucial age to get both boys and girls interested in technology. Although research on technology education in the preschool is lacking to a great extent, existing research largely confirms these views. The aim of this paper is to investigate how girls and boys explore and learn technology in free play in two Swedish preschools. The empirical study is inspired by an ethnographic approach and is based on qualitative data collected through observations and informal talk with children and teachers. Two preschools with children one to five years old were chosen for the study.

    Today’s society places high demands on the individual in terms of ability to acquire understanding of and knowledge about technology. One of the visions of the 2010 Governmental committee Teknikdelegationen was a Swedish society that provides all its citizens with the competence needed to understand, profit by and influence the development of an increasingly complex and technologically advanced society. Hence the committee emphasized that knowledge about technology must be disseminated early on, already in the preschool, and technology should be an important feature throughout the education system (Teknikdelegationen, 2010, p. 26-27). A clear majority of Swedish children now attend the preschool, although it is not mandatory. The preschool is consequently the first institutional context that Swedish children meet in their lives, and it therefore plays a very important role in the Swedish welfare state. As of 1998, preschools were part of the public school system and the first curriculum was then adopted. In the new curriculum for the preschool (2010) technology is emphasized as one of the most significant pedagogical areas to work with. In many countries the preschool age is seen as an important time for laying the foundations for knowledge about and interest in technology, since it is believed that the children’s curiosity comes naturally (Axell, 2012). It is thus seen as a crucial age to get both boys and girls interested in technology. Although research on technology education in the preschool is lacking to a great extent, existing research largely confirms these views (see, for example, Parker-Rees, 1997).

    The aim of this paper is to investigate how girls and boys explore and learn technology in free play in two Swedish preschools. The empirical study is inspired by an ethnographic approach and is based on qualitative data collected through observations and informal talk with children and teachers. Two preschools with children one to five years old were chosen for the study.

    Download full text (pdf)
    fulltext
  • 15.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Högberg, Ronny
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Analysarbete inom fältforskning2009In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2009, 1, p. 123-142Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

  • 16.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Högberg, Ronny
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Analysarbete inom fältforskning2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2015, 2, p. 218-237Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

  • 17.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Högberg, Ronny
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Analysarbete inom fältforskning2019In: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 235-254, p. 235-254Chapter in book (Other academic)
  • 18.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jansson, MagnusLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Erfarenhet av integration: röster från Integrationsfondsprojekt2014Collection (editor) (Other academic)
    Abstract [sv]

    Tanken att samla integrationserfarenheter i en bok väcktes genom alla de möten som SIK-projektet haft förmånen att ha, i sin roll som processtöd, med projekt som erhållit stöd från Europeiska integrationsfonden. Under nästan fyra år har vi som arbetat i SIK färdats genom landet, mött projektägare och deltagare, diskuterat, lyssnat och samlat erfarenheter. Genom dessa möten såg vi hur mycket erfarenheter som uppnåtts i enskilda projektverksamheter. Med denna antologi vill vi låta enskilda projekt skriva och berätta om sitt projekts resa. Bidragen harolika karaktär och mångfalden av projekt är stor. Dock har projekten en gemensam nämnare då de alla på olika sätt verkat för en förbättrad integration.

  • 19.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jansson, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Andersson, Jannicke
    Medicinska fakulteten, Lunds universitet.
    Dialogens paradoxer: att verka för Integration2014Report (Other academic)
    Abstract [sv]

    Hösten 2010 sökte Linköpings universitet, projektet Samverkan, Integration och Kunskap, SIK-projektet, medel från Europeiska integrationsfonden till ett projekt dels med syfte att systematisera de erfarenheter och resultat som dragits av projekt inom ramen för fondens arbete, och dels erbjuda processtöd till projekten i olika former. Rapporten Dialogens paradoxer är ett led i detta arbete och bygger på data som insamlats i Integrationsfondens projektverksamhet och analyserats av SIK-projektet.

    Rapporten, Dialogens paradoxer, innehåller en bakgrundsteckning och problematisering av centrala begrepp i relation till interkulturell dialog men är framförallt en beskrivning av projekts erfarenheter av att arbeta med dialog som arbetsmetod. Det empiriska materialet i rapporten består av observationer och intervjuer från tio projekt som beviljats medel från Integrationsfonden. De deltagande projekten har arbetat med integrationsfrämjande åtgärder på olika sätt. Bland projekten återfinns de som haft dialog som huvudsakligt syfte, men även projekt som i sitt syfte angett att deras arbete bygger på andra angreppsätt. Vad dessa projekt har gemensamt är att interkulturell och eller interreligiös dialog, i någon form ändå återfinns hos alla projekt, oavsett om det är ett centralt angreppssätt eller inte. Därmed finns det i datamaterialet, exempel på dialog även om det inte är den åtgärd projektet har sökt medel för.

    Rapportens resultat inleds med en redovisning av målet för dialog som arbetsverktyg. Vidare diskuteras hinder och möjligheter för dialogarbetet. Analysen utmynnar i ett antal paradoxer som vi funnit som centrala för att förstå dialogens möjligheter och svårigheter.

    Download full text (pdf)
    Dialogens paradoxer: att verka för Integration
  • 20.
    Elvstrand, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Lago, LinaLinköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Educational Sciences.
    Barn i fritidshem2022Collection (editor) (Refereed)
    Abstract [sv]

    Boken fokuserar på barnens perspektiv på olika aspekter av fritidshem och på hur lärare i fritidshem arbetar med dem som utgångspunkt.

    I bokens första del Barns perspektiv på fritidshem berörs fritidshemmets fysiska miljö, övergångar och sociala relationer. Vidare berörs olikheter i barns erfarenheter i relation till fritidshemmets och familjers skilda förutsättningar. Andra delen Fritidshemmets arbete med barns perspektiv berör områden som media och delaktighet samt fritidshemmets roll i förhållande till bildning och trygghet.

    Boken vidgar bilden av fritidshem med fokus på barns egna perspektiv vilket är starkt framskrivet i läroplanen genom att aktiviteter i fritidshem ska formas på ett sätt som både utgår från och utmanar barn med utgångspunkt i deras faktiska erfarenheter. Dessa perspektiv är även en viktig utgångspunkt i FN:s barnkonvention.

    Boken vänder sig till grundlärarstudenter inriktning fritidshem och redan yrkesverksam personal i fritidshem. 

  • 21.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elevers sociala relationer i fritidshem2016In: Karlstads universitets Pedagogiska Tidskrift, KAPET, ISSN 1653-4743, Vol. 12, no 1, p. 60-75Article in journal (Refereed)
    Abstract [sv]

    Syftet i denna artikel är att belysa hur fritidshemmet kan förstås som arena förelevers sociala relationer, vilka villkor som skapas för dessa relationer samt hurelever hanterar sina relationer i fritidshemmet. I Sverige går de flesta barnmellan 6 och 9 år i fritidshem. Fritidshemmet som institution är alltså en viktigdel av många barns vardag, en plats för lärande men också för kamratrelationeroch fri tid. I artikeln analyseras material från deltagande observationer från ettpilotprojekt i två fritidshem. Med utgångspunkt i symbolisk interaktionism och ibarndomssociologi analyseras sociala relationer som processer. I denna artikelvisas några sådana processer/aktiviteter exemplifierade från det empiriskamaterialet. Elevers relationer ses också som villkorade, det vill säga desammanhang i vilka elever skapar sociala relationer ses som viktiga för vilketrelationsskapande som blir möjligt. Fritidshemmet är därför en viktig kontextför denna studie. För att förstå hur barn skapar mening är det viktigt attobservera vilken typ av processer och aktiviteter som de är involverade i.Resultaten visar hur elevers sociala relationer i fritidshem villkoras av exempelvisfritidshemmets rutiner, grundskolans klassindelning och elevers friutrymme.Genom analyser av exempel visas hur eleverna i samspel med varandra, medvuxna och med dessa villkor, arbetar med sina sociala relationer i fritidshemmet.

  • 22.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Tema - en väg för att skapa helhet och lugn i det fritidspedagogiska arbetet2023In: Venue, ISSN 2001-788XArticle in journal (Other academic)
    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.

  • 23.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Närvänen, Anna Liisa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Children's Participation in After-School Care: Visions and Realities2014Conference paper (Other academic)
    Abstract [en]

    Participation is highly valued as a central goal in the Swedish curriculum and the Swedish Education Act (2011), which also includes after-school care. The issue of children’s participation at school has been object for some studies in Sweden (Elvstrand 2009; Aspán2009; Forsberg 2000) but research on children’s participation at after-school care is still lacking.  

    The aim of the paper is to analyze and describe children’s participation in after-school care everyday practices. This paper embraces some parts of data obtained within the frame of an action-research study on after-school care in six different schools in Sweden during 2013 and 2014 (Närvänen & Elvstrand 2013; Närvänen & Elvstrand, forthcoming). In this paper our observations of everyday activities at after-school care and interviews with children and teachers are analyzed concerning children’s participation. The research question in this paper is: What kind of issues may children influence and what are the possibilities and obstacles as regards their influence at after-school care?

    In the study children’s active behavior is emphasized as is the idea of participation as something that is created in interaction with others. Theoretically the study is grounded in interactionist theories on the significance of the definition of the situation that is created in interaction with others, but also on the import of different perspectives on activities as well as their meanings  in everyday practices (for example Blumer, 1969).  Children’s understanding and interpretation of participation in terms of opportunities and restraints, that is, children’s definition of various situations and possibilities to influence the situations is created with other children as well as with teachers during the activities, but the definition of the situation is also influenced by children’s past and present experiences (Närvänen & Näsman 2007). After-school care may be seen as local culture, and as such it provides opportunity structures (standards for action) for children as well as teachers. Theoretically one point of departure in this study is in understanding of the meanings of the local context and group dynamics with respect to interpretation of action (for example Fine 2010; Harrington & Fine 2006).

    Method

    Ethnographic research methods are used in the study (Bath 2009), as our interest is on issues concerning interaction and relationships, and the meaning making processes. Understanding local cultures requires being present at the site of the study and documenting what is going on between people in everyday practices (Hammersley & Atkinsson 2007). Consequently, we have conducted observations during one semester at the after-school care. The observations are conducted by the researchers, and documented by writing field notes. Observations are complemented by photographs (taken by children), documents, and interviews with children and teachers. Our ambition has been to develop child centered methods which give children opportunities to express their experiences and even to influence the agenda of the study (MacNaughton et al 2005; Närvänen & Näsman 2006). The material is analyzed by using thematic analyses.

  • 24.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Närvänen, Anna-Liisa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Aktionsforskning som metod i utvecklingsinriktade examensarbeten2019In: Att skapa en professionell identitet: om utvecklingsinriktade examensarbeten i lärarutbildningen / [ed] Marianne Dahl, Liselotte Eek Karlsson & Ann-Katrin Perselli, Stockholm: Liber, 2019, p. 42-62Chapter in book (Other academic)
  • 25.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Närvänen, Anna-Liisa
    Department of Social Studies, Linnaeus University, Växjö.
    Children's own perspectives on participation in Leisure-time centers in Sweden2016In: American Journal of Educational Research, ISSN 2327-6126, Vol. 4, no 6, p. 496-503Article in journal (Refereed)
    Abstract [en]

    This article presents a study conducted at two different leisure time centers (LTCs) in Sweden. LTC is a voluntary after-school setting that according to the national curriculum should support for example development of values and children’s social skills. The analysis is a part of a larger action research project comprising various research issues relating to LTCs. The present article focuses on the democratic objective of LTCs. The Swedish educational system, of which LTCs form a part, is considered to be rights-based with reference to the United Nations Conventions on the Rights of the Child. The national curriculum stresses citizenship education, and both schools and LTCs are considered venues where children should have the opportunity and ability to practice democracy in their everyday activities. The point of departure in the theoretical framework is children’s participation and agency. This article focuses on data gathered through ‘drawing and talking with children’ that reveals children’s perspectives as to their own participation at LTCs. A total of 19 children participated in the study and were asked to draw a map of their LTC and describe their experiences of participation at the LTC. The results show that children clearly favored activities that, at least to some extent, could be carried out with less adult supervision, such as free, unstructured play. Opportunities to participate were described in terms of formal proceedings such as voting or writing suggestions and depositing them in the suggestion box. The children also described their participation in terms of opportunities to make individual choices in accordance with their preferences. When asked to name obstacles to participation, the children mentioned rules that were decided on by adults, and fixed routines that structured the children’s afternoon hours in terms of both time and space.

    Download full text (pdf)
    fulltext
  • 26.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Stenliden, Linnéa
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    How digital activities become (im)possible in Swedish school-age educare centres2023In: Journal of Childhood, Education & Society, ISSN 2717-638X, Vol. 4, no 1, p. 84-94Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 27.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Do they have a choice?: Pupils’ choices at LTCs in the intersection between tradition, values and new demands2020In: Education Inquiry, E-ISSN 2000-4508, Vol. 11, no 1, p. 54-68Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 28.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elevers delaktighet: Ett sätt att utmana och utveckla aktionsforskning i skolan?2022In: Forskning og Forandring, E-ISSN 2535-5279, Vol. 5, no 1, p. 25-45Article in journal (Refereed)
    Abstract [en]

    Pupil’s participation: A way to challenge and develop action research in school?The article is based on an analysis of pupil’s participation in three different action research cases. The aim is to problematize children’s participation in different phases of action research. Although pupils are of central importance in the school, they are rarely given the opportunity to be active and influence school development. To analyse opportunities and obstacles for pupil’s participation in action research, this article takes its point of departure within the field of sociology of childhood as well as Hart’s ladder of participation, which highlights degrees of children’s participation. The analysis shows that the degree of participation is depending on i.e., design, the use of child-centred methods and the continuously reflection on relationships and processes in research. Despite good intentions, obstacles for pupils to exercise real participation are identified. This is related to, i.e., the conditions of the school context and to the fact that pupils in school are dependent on adults such as teachers and principals. The results also highlight how pupil’s perspectives can contribute both to initiating development and to solutions. To develop opportunities for pupils to exercise real participation, the results indicate that pupil’s participation in action research in school must be developed alongside adults’ participation. 

    Download full text (pdf)
    fulltext
  • 29.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fritidspedagogiskt arbete2019In: 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.

  • 30.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    “You know that we are not able to go to McDonald’s”: Processes of Doing Participation in Swedish Leisure Time Centres2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 13, p. 2156-2166Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 31.
    Elvstrand, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Björk, Anna
    Kinda kommun.
    Claesson, Sebastian
    Kinda kommun.
    Karlsson, Marcus
    Kinda kommun.
    Storm, Annika
    Kinda kommun.
    Lundh, Linda
    Kinda kommun.
    Almroth, Andreas
    Kinda kommun.
    Claesson, Tobias
    Kinda kommun.
    Eklund, Erika
    Kinda kommun.
    Häljeskog, Zacharias
    Kinda kommun.
    Hur får vi kvar dem på fritids?: Att utveckla fritidshemmets verksamhet med fokus på de äldsta eleverna2022In: Venue, ISSN 2001-788XArticle in journal (Other academic)
    Abstract [sv]

    Denna text presenterar ett systematiskt utvecklingsarbetearbete för att attrahera och hålla kvar de äldsta fritidshemseleverna. Fritidshemmet är en viktig pedagogisk verksamhet även för äldre elever men vi ser att äldre elever i lägre grad än yngre deltar i fritidshemsverksamheten. Hur kan vi möta och arbeta med denna elevgrupps perspektiv och behov? 

     

    Download full text (pdf)
    fulltext
  • 32.
    Elvstrand, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lundqvist, Johanna
    Mälardalens universitet.
    Fritidshemslärares arbete, trivsel, inkluderande arbetssätt och samverkan: en enkätstudie i svensk fritidshemskontext2022In: FPPU, Forskning i Pædagogers Profession og Uddannelse, E-ISSN 2446-2810, Vol. 6, no 2, p. 107-121Article in journal (Refereed)
    Abstract [en]

    School-age educare teachers’ work, well-being, inclusive education strategies and collaboration: a survey 

    The aim of this study is to investigate how the work, well-being, inclusive education strategies and collaboration are described by professionals in School-age educare (SAEC). This is done by means of a theoretical understanding including a formulation arena, a transformation- and mediation arena and a realization arena; the focus is on the realization arena. Empirical data was collected through surveys with professionals (N=63) in SAEC working in different Swedish cities. The result of the study shows that they have a multifaceted work, that they thrive, that they provide inclusive education and that they provide support measures. Less than half of the informants describe that they receive adequate consultation from a special need educator or other profession with special needs education knowledge as well as collaborate with the School-health-services. The resources of the SAEC are to some extent perceived as insufficient and the support measures in several cases too limited. Suggestions for further research are discussed.

    Download full text (pdf)
    fulltext
  • 33.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, LinaLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.Simonsson, MariaLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt2019Collection (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.

    Download (jpg)
    presentationsbild
  • 34.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Örnestrand, Lena
    Linköping University, Faculty of Educational Sciences.
    Mobility as a tool for gaining global knowledge in Early Childhood Teacher Education2022In: Training perspectives and experiences in early childhood education / [ed] Brigite Silva, Clara Craveiro, Ana Pinheiro, Paula Medeiros, Portugal: ESCOLA SUPERIOR DE PAULA FRASSINETTI , 2022, 1, p. 24-39Chapter in book (Other academic)
  • 35.
    Fischer, Natalie
    et al.
    FB 01—Institut für Erziehungswissenschaft, Universität Kassel, Kassel, Germany.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Stahl, Lea
    FB 01—Institut für Erziehungswissenschaft, Universität Kassel, Kassel, Germany.
    Promoting quality of extended education at primary schools in Sweden and Germany: A comparison of guidelines and children’s perspectives2022In: Zeitschrift für Grundschulforschung: Journal for Primary Education Research, ISSN 1865-3553, E-ISSN 2523-3181, Vol. 15, p. 273-289Article in journal (Refereed)
    Abstract [en]

    Internationally, provisions of extended education programs and related research are increasing. Over the past decade, many governments have established quality standards according to their specific goals. The aim of this comparative case study of School-Age Educare Centers in Sweden and all-day schools in Germany is to identify steps to ensure high quality of extended education in line with requirements for future education. We analyze the perspectives of policymakers, reflected in guidelines and quality standards and explore data from qualitative studies to determine how children define quality and relate it to their well-being and agency. Despite differences in quality standards in Sweden and Germany, children in both contexts describe similar experiences, shortcomings, and needs

    Download full text (pdf)
    fulltext
  • 36.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Gender and technology in free play in Swedish early childhood education2015In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, no 2, p. 137-149Article in journal (Refereed)
    Abstract [en]

    In the new Swedish curriculum for the preschool (2010) technology education is emphasized as one of the most significant pedagogical areas to work with. The aim of this article is to investigate how girls and boys explore and learn technology as well as how their teachers frame this in free play in two Swedish preschools. The study is inspired by an ethnographic approach and is based on qualitative data collected through video-taped observations and informal talk with children and teachers in two preschools. It is concluded that girls and boys learn to approach and handle technology differently, thereby confirming rather than dissolving gender boundaries. The girls more often have a special purpose in building something they need in their play, that is, they mostly engage in technological construction as a sideline. The boys, on the other hand, more often award technological construction a central part in their play; building is an end in itself. Teachers are not so active in supporting free play involving technology among the older children, nor in giving boys and girls equal opportunities to explore and use material and toys which are not gender-stereotyped. One important implication is that in-service education needs to address not only experiments and construction but also gender issues and how teachers can create equal opportunities for boys and girls in the free play.

    Download full text (pdf)
    fulltext
  • 37.
    Hellberg, Kristina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Children's participation in pre-school2013Conference paper (Other academic)
  • 38.
    Jansson, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att göra medborgarkunskap: möjligheter, hinder och dilemman2014Report (Other academic)
    Abstract [sv]

    Rapporten är skriven inom ramen för projektet Samverkan, integration och kunskap (SIK), vid Linköpings universitet och är finansierad av Europeiska integrationsfonden. I projekten sker en analys av medborgarkunskap som fenomen. Analysen bygger på en kvalitativ studie av de projekt som under tidsperioden 2010-2013 beviljats med från Integrationsfonden för att arbeta med åtgärden medborgarkunskap. Det empiriska materialet i rapporten består av dokumentanalys, observationer av projektaktiviteter samt intervjuer med projektledare och projektmedarbetare. Studiens huvudresultat visar att medborgarkunskap är ett nytt och komplext utbildningsområde som det be-hövs ökas kunskap kring. Vidare behöver lärandeinnehållet i medborgarkunskap pro-blematiseras ytterligare speciellt gällande värdefrågor. Utan detta finns en uppenbar risk att fasta i stereotypa bilder och kategoriseringar gällande exempelvis gällande ”vi- och dom”. Avslutningsvis visar resultatet att det är svårt att tillvarata målgruppens del-aktighet vilket också är ett område där pedagogiska arbetsformer skulle behöva utveck-las och systematiseras.

    Download full text (pdf)
    Att göra medborgarkunskap: möjligheter, hinder och dilemman
  • 39.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Children’s participation and leisure possibilities on an institutionalized leisure arena: The Swedish School-Age Educare Centre as an example2023In: 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

  • 40.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Forskningsstudie om ensamhet och uteslutningar i fritidshem2023Other (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. 

  • 41.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Frihet, frivillighet och styrning: Elevers friutrymme i fritidshem2024In: 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).

  • 42.
    Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”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]2019In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, no 2, p. 104-120Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 43.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Mapping Of Play-Based Learning as a Teaching Method: Intellectual Output 1, Playing Project2022Report (Other (popular science, discussion, etc.))
    Abstract [en]

    The mapping analysis (IO1) offers an overview on the topic of the Playing project. At the base of the mapping study there is the literacy review on pedagogical models including play-based learning in different national contexts and a mapping of play and learning practices in the participating organizations. 

  • 44.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Hellberg, Kristina
    Linnéuniversitetet.
    School child parenting put under pressure: Conditions for and practices of parenting school aged children with disabilities before, during and after a pandemic2023Conference 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.

  • 45.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Roli, Ginevra
    SERN - Sweden Emilia Romagna Network.
    Kamstrup, Kirsten
    UCL Erhvervsakademi og Professionshøjskole.
    Dahlqvist, Ida
    Linköpings kommun.
    Enegaard Hindhede, Mette
    Municipality of Holluf Pile-Tingkaer.
    Tarantola, Francesca
    Municipality of Parma.
    Nasuti, Elisabetta
    Municipality of Parma.
    Mantovani, Alessandra
    Municipality of Parma.
    Lambrechts, Ann
    Elmer.
    Aguilera, Angels
    Escola Sant Josep.
    Training methodology: Intellectual output 2, Playing project2023Report (Other (popular science, discussion, etc.))
    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.

  • 46.
    Lena, Boström
    et al.
    Mid Sweden University, Sweden.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Orwehag, Monica
    University West, Sweden.
    In search of didactics in school-age educare centres: To conceptualize what exists but has not yet been found2022In: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 8, no 1Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to focus on approaches that could build a didactic framework for School-Age Educare Centres (SAECs). As a theoretical basis and a research field, didactics exists within many disciplines (e.g., education in natural sciences and preschool). This is not the case within the SAEC. While a lot of research has been devoted to subject didactics, there is a lack of research on didactics in SAECs, and the marginal research that exists shows a fragmented picture of what it could consist of. However, researchers in the field agree that didactics in SAECs is something else than subject didactics and differs from general didactics. Our aim in this paper is to suggest and discuss how a didactic framework in SAECs could be conceptualized with an intention in the near future to find the specific didactics that distinguishes the work in SAECs. The proposed design involves theory building/testing with a bottom-up perspective and various data collection methods. Because building a didactic theory for SAECs is the intention, the research process will take informed grounded theory (GT) as its methodological starting point. The empirical material will be related to the two dominant didactic frameworks: the German and the Anglo-Saxon. This framework will also be critically reviewed in relation to the activities in SAECs. The results will contribute important knowledge to the development of a relevant and useful didactic theory for SAECs. The practical implications are directly relevant to every stakeholder affected by the SAECs’ activities: policy actors, staff, students, and researchers. In the long term, we will be able to find a legitimate platform for didactics in SAECs, which will have concrete importance for professionals and researchers in particular.

    Download full text (pdf)
    fulltext
  • 47.
    Littmarck, Sofia
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Jansson, Magnus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Bevemyr, Mats
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Fritidshemmets fysiska lärmiljöer: Förutsättningar för och planering av inomhusmiljöer för varierade handlingserbjudanden2023In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 41, no 4, p. 100-117Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 48.
    Löfgren, Ragnhild
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jansson, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Löfgren, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hur reformer styr verksamhet på fritidshem2016In: Venue, ISSN 2001-788X, p. 1-6Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    De senaste åren har fritidshemmen präglats av en ”reformträngsel”. Hur påverkar det den dagliga verksamheten? Genom att ta del av lärares och rektorers egna berättelser om fritidshem har vi undersökt hur reformerna förändrar fritidshemmens verksamhet idag och hur det påverkar det systematiska kvalitetsarbetet.

    Download full text (pdf)
    fulltext
  • 49.
    Maria, Simonsson
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Kristina, Hellberg
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Samverkan mellan hem och fritidshemska gynna skolresultaten2015In: Venue, ISSN 2001-788X, no 1, p. 1-5Article in journal (Other academic)
    Abstract [sv]

    I de nyligen publicerade Skolverkets allmänna råd om fritidshem betonas ett ökat samarbete mellan fritidshem och hemmet. Det innebär ökad delaktighet men också styrning och kontroll av såväl barn som kontakten med föräldrar/vårdnadshavare. På så sätt ska fritidshemmet komplettera skolans verksamhet och ge bättre skolresultat.

  • 50.
    Memisevic, Alma
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Science in leisure-time center - opportunities and difficulties2018Conference paper (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?

12 1 - 50 of 79
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • 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