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  • 1.
    Jansson, Magnus
    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.
    Att göra teknik i fritidshem2019In: 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.

  • 2.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Different Transitions: Children’s different experiences of the transition to school2019In: 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.

  • 3.
    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 demands2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article 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.

  • 4.
    Söderman 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.
    ”Där är vi inblandade allihop”: Samverkan mellan lärare i fritidshem, förskoleklass och grundskola2019In: Venue, ISSN 2001-788X, Vol. 8, no 1, p. 1-5Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur förstår och beskriver lärare i fritidshem, förskoleklass och grundskolans årskurs 1-3 förutsättningarna för samverkan? Detta är utgångspunkten förd denna artikel som bygger på ett pågående forsknings- och utvecklingsprojekt om samverkan i skolans tidiga år.

  • 5.
    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.

  • 6.
    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.

  • 7.
    Söderman 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.
    Kamratrelationer i fritidshemmets uppdrag och praktik2019In: 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.

  • 8.
    Söderman 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.
    Lek på fritidshem: ”Att ha roligt är att leka”2019In: 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?

  • 9.
    Schuler Braunschweig, Patricia
    et al.
    Research & Development, Zurich University of Teacher Education, Zurich, Switzerland.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Kappler, Christa
    Research & Development, Zurich University of Teacher Education, Zurich, Switzerland.
    Söderman Lago, Lina
    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.
    Chiapparini, Emanuela
    Institut of Childhood, Youth and Family, Zurich University of Applied, Sciences School of Social Work, Zurich, Switzerland.
    Teaching in Different Spaces: How Educators and Teachers Work Together in Full-Day Schools2019In: 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.

  • 10.
    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.

  • 11.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Ackesjö, Helena
    Linnéuniversitetet, Växjö, Sweden.
    Persson, Sven
    Malmö universitet, Malmö, Sweden.
    Erkännandets dynamik: Förskoleklasslärarestolkningar av ny läroplanstext2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, no 1, p. 7-25Article in journal (Refereed)
    Abstract [en]

    wedish preschool class got its first specific curriculum in <:;>. ecause of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analy+e how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. ew institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The re-­‐sults show that parallel processes of recontextuali+ation are initiated when new curriculum is confronted with the teachers6 interpretations of their as-­‐signment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. ven though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also inte rpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the educa-­‐tion system.

  • 12.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Andra övergångar: Normalitet och avvikelse i övergången från förskoleklass till årskurs 12017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist, Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 117-132-Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel handlar om övergången från förskoleklass till årskurs 1. Med utgångspunkt i ett fältarbete där en förskoleklass följdes under övergången till årskurs 1 studeras hur avvikande övergångar konstrueras i relation till normen och hur övergången förväntades gå till. I gruppen fanns ett antal barn som på olika sätt inte följde den kollektiva övergången. Dessa barn avvek genom att t.ex. börja skolan tidigt i förhållande till ålder, de hade gått om klasser eller blivit placerade i förskoleklass trots att de var äldre än sex år. Sådana övergångar benämns i kapitlet som ”andra övergångar”. Kapitlet fokuserar på hur sådana andra övergångserfarenheter är en del av den gemensamma övergången från förskoleklass till årskurs 1.

  • 13.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Different transitions: Timetable failures in the transition to school2017In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 31, no 3, p. 243-252Article in journal (Refereed)
    Abstract [en]

    The aim of this article was to show how transitions are constructed, and to discuss different ways ofmaking the transition from the preschool class to first grade. The analysis is grounded in ethnographicfieldwork. Temporality is used to understand expectations about how transition should be made. Theresults reveal that some children made their transitions in ways that did not follow the expected timeta-ble. These transitions can be understood as timetable failures, and needed to be made sense of by bothchildren and teachers. These different transitions were an important part of the overall construction oftransition. ©

  • 14.
    Söderman 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.
    Pupils’ everyday transitions in school as a condition for social relations and activities in leisure time centres2017In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed)
    Abstract [en]

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

  • 15.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Var ska jag vara då?”: Om platsens betydelse för att skapa mening om fritidshem, förskoleklass och årskurs ett2017In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, p. 81-102Article in journal (Refereed)
    Abstract [en]

    This article focus on how pupils and teachers understand preschool class, school and Leisure Time Centre (LTC) in relation to place. To understand how place is used the concepts of spatial integration and separation are used. The study builds on participant observations – following a group of children during their transition from preschool class to school – observed situations where children and adults talk about LTC are analyzed. The results show that the spatial integration of LTC and preschool class made the children understand them as more alike than the spatial separated LTC and first grade. The results also show that in addition to place, time was significante and that children and adults related time to place in different ways. Children primarily understood different school activities in relation to place and mobility, whereas adults more often refered to clock time in the meaning making processes.

  • 16.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Visions de l’école chez jeunes enfants en Suède2017In: Recherches avec les jeunes enfants: perspectives internationales / [ed] Pascale Garnier, Sylvie Rayna, Bryssel: Peter Lang Publishing Group, 2017, p. 57-75Chapter in book (Refereed)
  • 17.
    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, 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.

  • 18.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vladavic, Alma
    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.
    Ett fall framåt: Case i förskollärarutbildningen2016In: VENUE, ISSN 2001-788XArticle in journal (Other academic)
    Abstract [sv]

    Teori och praktik beskrivs ofta som varandras motsatser. Men i förskollärares vardag är de snarare en enhet. På Linköpings universitet används case i förskollärarutbildningens första termin för att koppla samman de teoretiska delarna av utbildningen med praktiken.

    Under hösten 2015 påbörjades ett arbete att på ett mer systematiskt sätt använda fallbeskrivningar (case)1 i förskollärarprogrammet. Arbetet med case har prövats i förskollärarprogrammets första termin genom att studenterna i terminens tre kurser har fått möta ett och samma case som de har fått diskutera och samtala om.

    Syftet med utvecklingsarbetet är att:

    • Ge studenterna möjligheter att reflektera över praktiken och koppla samman de teoretiska delarna av utbildningen med förskolans praktik.
    • Skapa förståelse för att olika aspekter blir viktiga i en pedagogisk situation beroende på vad förskollärare väljer att fokusera på.
    • Skapa kontinuitet mellan första terminens kurser genom att vi använder en genomarbetad och gemensam metod.  

    Vi kommer i artikeln redovisa arbetet med casemetodik och studenternas utvärdering av arbetet för att på så sätt se om case-metoden faktiskt bidrar med det som är tänkt enligt ovan.

  • 19.
    Simonsson, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Lago (Söderman), Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Att administrera övergångar: En analys av Skolverkets stödmaterial om övergångar i skolan2015In: Venue, ISSN 2001-788X, Vol. 9, p. 1-6p. 1-6Article in journal (Other academic)
    Abstract [sv]

    Vilken kunskap finns tillgänglig för att underlätta skolans arbete med barns övergångar och vilket fokus har denna information? Vi har analyserat Skolverkets stödmaterial om övergångar för att se vilka riktlinjer som verksamheterna har att förhålla sig till. Kontinuitet framstår som önskvärt och råden handlar i hög utsträckning om hur skolan och förskolan ska arbeta med att skapa rutiner för detta, men också om vad det är för typ av information som ska överlämnas.

  • 20.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Expected futures: The role of expectations in transitions2015Conference paper (Refereed)
    Abstract [en]

    Education and children’s schooling can be said to be a place where time, and especially the future, is present. This is a consequence of how education is organized, and is partly due to the fact that the purpose of education is change. This makes expectations of the future an important part of schooling and of transitions in and between types of schooling. The aim of this presentation is to understand what expectations children express about the future in preschool class and how these expectations are used when children make sense of preschool class and the transitions to and from preschool class. The point of departure is to study how socializing activities contributes to transition, and to show how children act and shape their own and each other’s everyday-life (James, Jenks and Prout, 1998) in the preschool class.

    Preschool class is a voluntary type of schooling that Swedish children attend the year they turn six, between preschool and compulsory school. It is a type of schooling with a specific assignment to work with children’s transitions. The Swedish National Agency for Education (2014) stresses that this must be connected both to what children should be prepared for (compulsory school) but also to their past experiences (preschool). In an institution with such a clear preparatory mission, it is important to understand ideas about the future and the past and how these ideas are used in the everyday work with transitions.

    In a previous study Lago (2015) has demonstrated how temporal aspects, such as the future, is an important part of children’s schooling and that future and other temporal aspects are used by the children to create meanings about the specific context of preschool class. Future and change were present throughout the transition process. In this presentation this is studied further by using the concepts of socialization and anticipatory socialization to understand what expectations children have of the future and how these expectations is connected to past experiences and used by children to shapes activities in preschool class. To analyse transition an interpretive approach to socialization is used where socialization can be described as processes through which people understands and give meaning to their social contexts. The focus is on how they gain knowledge about norms of conduct and how they negotiate, as well as adapt to such norms (Corsaro 2005; Gaskins, Miller & Corsaro 1992). The specific activities that contribute to socialization are analysed, and the focus is on how socialization is done rather than on the result of socialization (Wentworth 1980). The notion of anticipatory socialization except this also includes how people adjust their conducts to expectations of the future (Corsaro & Molinari 2005; Wærdahl 2005) and how such expectations are connected to social practice and the expectations of others. The concepts of future orientation and children as “becoming” are also used to analyse the progression of school and transition (Adam, 1995; Hockey & James 1993).

    Methods: To study the transition process, ethnographic methods were used, mostly participant observations and interviews, while following a group of children during their transition from preschool class to first grade. This presentation primarily draws on the interview material since children’s expectations and experiences are in focus, but observed situations of how the children talked about their expectations with each other and their teachers are also used. With ethnographic methods come ethical considerations due to the closeness of the method and research with children. It is important to be sensitive to what the participants express and to the imbalance of power between researcher and participant as well as between adult and child. The closeness is, thus, crucial for an ethnographic approach, since it leads to a better understanding of, for example, how the processes of giving meaning to transitions is done and allows for thick descriptions of the field.

    Results: Being a preschool class child, having been a preschool child, becoming a first grader and doing transitions is not a matter of conforming to already existing contexts. Instead, the transition can be said to concern the creation and re-creation of social practices. Because the transition between preschool class and first grade was marked in different ways, transition became something that must be made sense of. The future and expectations as well as the past and experience become a part of this meaning-making. In the transition children expressed different expectations of how school could or should be like. The results show that although the children expressed excitement about starting school they also talked about school as difficult and boring. When interacting with the children, the teachers more often reinforced negative ideas than they draw on children’s excitement for school. This meant that the future in school was more often constructed as something difficult and boring which also reflected in the children’s ways of dealing the transition from preschool class to school. In line with this preschool was talked about as easier and more fun than preschool class. The children constructed a picture of a schooling that was constantly becoming more difficult and boring.

    The construction of the transition to and from preschool class is thus related to what school is and what it is expected to be. Understandings of children’s expectations are important to be able to work with children doing transition. Knowledge about children’s overall expectations of school is important to be able to work with negative expectations and reinforce children’s positive expectations since this may affect long-term results and attitudes towards education.

  • 21.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Place for transition: The importance of place in the construction of after-school care, preschool class and first grade2015Conference paper (Other academic)
    Abstract [en]

    Children attending the early years of school in Sweden are faced with three different types of school: Preschool class, after-school care and compulsory school. The aim of this paper is to analyse the use of place in the transitions between these types of schooling. The use of place in the transitions from preschool class and first grade to after-school care is studied using ethnographic methods, mainly participant observations. The meaning created is seen as situated, that is, dependent on place. The term place is used a fusion of place (the physical dimension of place) and space (the significance of place) (Cresswell 1996; Christensen 2003; Halldén 2007). The results demonstrate different ways in which place is used in everyday life to create meaning about the transition from preschool class and first grade to after-school care and that children and teachers assign different meanings to after-school care, preschool class, and first grade and that place plays an important part for this. When understanding school, place is of various importance for children and teachers. When teachers mainly use time to create similarity and difference, the children rather use place to create similarity and difference between school settings. The use of place in terms of spatial integration or spatial separation is central when activities and types of school are understood as similar or different by the children. The results show that place and the way after-school care, preschool class, and first grade is organized is important for the meanings assigned by the children.

  • 22.
    Simonsson, Maria
    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 Arts and Sciences.
    Stöd eller styrning: En analys av Skolverkets stödmaterial för förskoleklassen2015In: Venue, ISSN 2001-788X, , p. 4p. 1-6Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Sexton år efter att förskoleklassen införs som en egen skolform ger Skolverket ut ett stödmaterial. Vilka bilder av arbetet i förskoleklass och vilken styrning av verksamheten framträder i detta material?

    I oktober 2014 gav Skolverket ut ett stödmaterial för förskoleklassen med titeln Förskoleklassen: Uppdrag, innehåll och kvalitet (Skolverket, 2014). Enligt Skolverket är syftet med materialet att ”bidra till ökad kunskap om och förståelse för förskoleklassens uppdrag, innehåll och kvalitetsutveckling med utgångspunkt i skollag och läroplan” (ibid. s. 3).

    Stödmaterialet ges ut 16 år efter det att förskoleklassen infördes som en egen skolform. Ett stödmaterial som detta kan ses som en del av den officiella retoriken kring utbildningsinstitutionen. Det kan ses som ett försök att åstadkomma forandrings--‐ processer som ska leda till det bättre. Detta material produceras för lärarna i förskoleklass som är de som ska realisera detta i de pedagogiska praktikerna. Produktionen av ett nytt stödmaterial för förskoleklassen innebär att det skapas en arena för förhandling, om bilden av barnet och vad det är för institution vi har att göra med. Vi behöver veta mer om vad det är för förhandlingar som uppstår och vilken verksamhet man vill åstadkomma.

    Syftet med denna artikel är att få kunskaper om vilka bilder av förskoleklassen och vilka styrningsmekanismer som framträder i Skolverkets stödmaterial (2014). För att göra detta har vi använt Foucaults teorier om styrning (governmentality). Vi vill på detta sätt lyfta fram de sätt på vilka förskoleklassen som utbildningsinstitution och förskoleklasslärarna blir föremål för styrning (Davies & Harré, 1990; Foucault, 1991, 2003; Rose, 1999).

  • 23.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Time for transition: The use of future in the transition from preschool class to first grade2015In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 7, p. 26-34Article in journal (Refereed)
    Abstract [en]

    In this article the concept of future is used to create meaning about school transitions. Since education often focuses on what will be, it is important to understand the everyday use of future in educational settings. The use of future in the transition from preschool class to first grade was studied using ethnographic methods. The results demonstrate how children and teachers use future in everyday life, and how this usage can be seen as priming events in the construction of transition. Furthermore, the results show how orientation towards the future contributes to the construction of not only children as becoming, but also children as becoming in particular ways when the future interacts with other temporal aspects in the transition process.

  • 24.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Den viktiga övergången från förskoleklass till årskurs ett2014In: förskleforum.seArticle in journal (Other (popular science, discussion, etc.))
  • 25.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Different transitions2014Conference paper (Other academic)
    Abstract [en]

    The aim is to understand the transition from preschool class to first grade with focus on children who can be said to deviate from the normal transition and how their transitions were constructed.

    The point of departure is to study how socializing activities contributes to this, and to show how children act and shape their own and each other’s everyday life.

    The analysis is based on theories about timetables (Roth 1963, Adam 1995). The school and the transition are understood as scheduled activities and individuals' transitions are analyzed in relation to norms of when activities “should” be carried out. Against this “proper time” (Zerubavel 1981, Holstein and Gubrium 2000) normality and deviance is created.

    The method used is ethnography. The material consists of participant observation and interviews from a case study of a group of children doing the transition. With this come ethical considerations due to the closeness of the method and research with children.

    The transition from preschool class to first grade can be described as a transition made together, where children do transition in the same way, at the same time. In the group there were several children that did not follow this normal transition; they deviated from this in several different ways. Such divergent/different experiences also contribute to how the common transition is understood.

    The understanding of children who deviate from the expected and normal is important to be able to approach all children in school based on their experiences.

  • 26.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Mellanklass kan man kalla det”: Om tid och meningsskapande vid övergången från förskoleklass till årskurs ett2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to explore one of the first transitions that Swedish school children encounter and how children get to know and make sense of the school system. The point of departure is to study what activities are undertaken to mark the transition from preschool class to first grade and the meaning-making processes in which children are involved. Ethnographic data from two Swedish school settings are used in the study. The material contains participant observations and field notes from different school settings, as well as ethnographic interviews with the children. The transition is analysed using theoretical perspectives on time together with concepts such as rites of passage and socialization. The analyses show that the preschool class and first grade are marked as different in several ways during the transition process. The analysis also show that time is important for the meaning ascribed to the transition. Different aspects of time (past, present and future) are used to do and make sense of the transition. Talk about the future and activities pointing at the future are used to understand transition, but transition also strengthens the focus on the future. The transition from preschool class to first grade can be understood as a phase of separation, a liminal phase and a period of incorporation. But the preschool class itself can also be understood as a liminal phase, a time in between preschool and school. It was found that transitions constitute a collective process through which children do transition together. At the same time, transitions can be understood as multiple, as children deviate from a normal transition. Such deviant experiences further add to how a “normal” transition is understood. In socialization processes, meanings are constructed in interactions between children, teachers and school. Children’s orientation to the temporal order of school and their participation in socializing activities contribute to the construction of children as students, but also to the construction of school and transition.

  • 27.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Time for transition: children doing transition from preschool class to first grade2013Conference paper (Other academic)
    Abstract [en]

    The aim is to understand the meaning making process of children doing the transition from preschool class to first grade and activities and concepts used to mark and talk about it. The point of departure is to study how children act and shape their own and each other’s everyday life rather than seeing children’s life as shaped only by adults (James, Jenks & Prout 1998). The transition is analysed using theoretical perspectives on time (Hockey & James 1993, Adam 1995) together with concepts such as rites of passage (van Gennep 1960) and socialization (Gaskins, Miller & Corsaro 1992). The method used is ethnography. The material consists of participant observation and interviews from a case study of a group of children doing the transition. With this come ethical considerations due to the closeness of the method and research with children. The analysis shows how time is important for the meaning given to the transition from preschool class to first grade. Different aspects of time (past, present and future) are used to do and make sense of the transition. Understood as set in time, makes it possible to understand this transition in terms of passage. In order to make sense of transition, a movement forward, preschool class and first grade are also talked about in terms of similarity and difference. The time around children’s entrance to school is of recurring political interest in Sweden. Studies of children’s everyday life and understanding in relation to the transition at handare therefore ofimportance.

  • 28.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Learning to become a first grader: The preschool class as a time of transition2012Conference paper (Other academic)
    Abstract [en]

    In this presentation the transition from preschool class to the first compulsory school year will be analysed. The point of departure is to study what activities are carried through to mark the transition, and in what ways children themselves create meaning of the transition. Concepts such as rites of passage (van Gennep 1960, Turner 1977), status passage (Glaser & Strauss 1971), and priming events (Corsaro & Molinari 2005) will be used to analyse the transition. This is done using an ethnographic approach (mainly participant observations and interviews) by following a group of children during the above mentioned transition.

    The analysis demonstrates that the transition itself can be understood as a process with elements of separation and closure ending the year in preschool class. One such element was the use of expression such as “last time”. It can also be said to contain a liminal phase away from school (the summer holidays) and a phase of initiation in the beginning of first grade. During this period children and teachers together actively negotiated the content and meaning of being in the first grade. When analysing the ways in which the children themselves talked during interviews, a similar pattern emerges. The preschool class was talked about in vague terms and the children did not express a clear image of what it was. When asked to talk about it they used explanations like “It’s how you’re supposed to learn how you’re going to begin first grade”. One boy said, when asked to describe what a preschool class was, that you could call it “in between class”. In other words, the preschool class was talked about as a place for preparation. In this sense, the preschool class becomes the liminal phase between preschool and school. It is the place where children are taken away from one form of being, the preschool child, and are prepared for another form of being, the school child.  

  • 29.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Children making sense of transitions2009Conference paper (Other academic)
    Abstract [en]

    The aim of the study will be to study children’s transition from preschool-class to the first compulsory school year.  Children’s transitions during that period will be studied using ethnographic methods, mainly participant observations and interviews, following a group of children during this transition. Seeing social process as a collective phenomenon it is the child groups managing and meaning making of the transition (Gubrium, Holstein & Buckholdt 1994, Corsaro & Molinari 2005) that is in the centre of my attention. The point of departure is to study how children act and shape their own and each others everyday lives rather than seeing children’s lives as something shaped only by adults (James, Jenks & Prout 1998, Corsaro 2005). A child perspective, in the sense that it is children’s meanings and actions that are studied and interpreted, will be used.

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