Making Magic Soup – The facilitation of play in school-age childcare

Kane, Eva; Ljusberg, Anna-Lena; Larsson, Håkan

doi:10.1080/21594937.2013.769814

Cited by 16 publications

(17 citation statements)

References 4 publications

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“…Vad som ofta förs fram och problematiseras i fritidshemmets verksamhet kretsar kring spänningsförhållanden mellan barnens fria tid och val kontra vuxenledda aktiviteter och relationer till skolans övriga verksamhet. Dylika spänningsfält beskrivs i tidigare forskning (Haglund, 2016: Kane, Ljusberg & Larsson, 2013), men vad som däremot sällan lyfts i detta sammanhang är hur denna problematik kan förstås i barnens perspektiv. Detta gäller inte minst dualismen mellan socialt och kognitivt lärande och mellan formella och informella lärmiljöer.…”

Section: Om Komplexiteten Med Fritidshemsverksamhetunclassified

Läroplansimplementering och korstryck i fritidshemmets arbete

Boström

Berg

2018

educare

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In Swedish leisure-time-centers, there is a daily activity for about half a million children. It is characterized by a complexity including, for example, changes in steering documents, lack of an accentuated pedagogy and a changing profession. Against this background, this study focuses on leisure-time-teachers' perceptions of curriculum implementation and possible impact in the leisure-time-center education practice. The empirical data consists of individual interviews, focus groups and field studies. In the study, theories of curriculum didactics and organizational theory are combined. As an analytical concept, curriculum implementation and cross pressures are used. The result shows that the values and tasks that the leisure-time-teachers emphasize in relation to the steering documents are social skills, professional ambivalence and the status of leisure-time-centers. Strategies personnel use is high leadership structure, reactive confirmation of steering documents and traditional leisure-time activities. Restrictions in the professional practice are the low status of activities in leisure-time-centers compared with traditional school activities, lack of time for implementation, "schooling" and unclearness in the steering documents' descriptions. This means that several stressful cross pressure are experienced in different ways at work, which complicates the realization of the curriculum's intentions. I svenska fritidshem pågår i en daglig verksamhet för cirka en halv miljon barn. Den präglas av en komplexitet omfattande exempelvis förändringar av styrdokument, brist på en accentuerad pedagogik och en förändrad profession. Mot denna bakgrund fokuserar denna studie på fritidspedagogers uppfattningar om läroplansimplementering och eventuell genomslagskraft i den fritidspedagogiska praktiken. Empirin består av individuella intervjuer, fokusgrupper och fältstudier. I studien flätas teorier om läroplansdidaktik och organisationsteori samman. Som analytiska begrepp används läroplansimplementering och korstryck. Resultatet visar att värden och uppgifter som pedagogerna betonar i relation till styrdokumenten är sociala färdigheter, professionell ambivalens samt fritidshemmets status. Strategier personalen använder är hög ledarskapsstruktur, reaktiv bekräftelse av läroplansskrivningar samt traditionella fritidshemsverksamheter. Begränsningar är fritidshemsverksamhetens låga status i jämförelse med traditionell skolverksamhet, brist på tid för implementering, ”skolifiering” samt oklarheter i styrdokumentens innehållsbeskrivningar. Därmed upplevs flera stressande korstryck i olika bemärkelser i arbetet, vilket försvårar realisering av läroplanens intentioner.

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Section: Om Komplexiteten Med Fritidshemsverksamhetunclassified

Läroplansimplementering och korstryck i fritidshemmets arbete

Boström

Berg

2018

educare

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“…When we trace knowledge, we create branching dichotomies -an action is to be seen as "either this or that": the option of ambiguity is denied. That is what happened when staffs' conversations about practice initially were traced on a grid (Kane, Ljusberg & Larsson, 2013). Arboretic logic leads us to stratify or create what Deleuze and Guattari call a striated or boundaried space for meaning.…”

Section: Schooling and Playworkingmentioning

confidence: 96%

“…Commentators in both England and Sweden have described facilitating play in an outcome-focused learning environment as paradoxical (Halvars Franzén, 2010;Henry Smith, 2010;Kane et al, 2013). The image of the child in the educational policy of both countries can be seen as ambiguous, highlighting children's agency as well as their need either for adult protection or correction.…”

Section: Schooling and Playworkingmentioning

confidence: 99%

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Becoming-player in school-age childcare

Kane¹,

Petrie²

2014

RERM

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The aim of this paper is to explore if some of Deleuze and Guattari's (1980/2004) concepts can contribute to our understanding of "playwork", particularly among the school-age childcare staff required by governing documents to facilitate play in a school setting. The paper presents a reading of transcribed conversations with school-age childcare staff. We map how two staff teams described playing, and the (e)merging thoughts that surfaced during conversations. The reading challenges a dichotomous view of staff as play facilitators and children as players and we explore other possibilities for interpreting the events described by staff. It seems to us that when children and staff play, in the assemblage of the school-age childcare settings, they do schooling and playing simultaneously, overcoming the dichotomies apparent in educational policy.

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“…Play is an important part of the centre's afternoon activities. Its aim is to promote social competences and is often discussed in research on SAECs (Haglund & Peterson, 2017;Jonsson & Lillvist, 2019;Kane, Ljusberg, & Larsson, 2013;Lager, 2016). Haglund and Peterson (2017) describes and discusses why SAEC staff use board games as an activity; one common point of departure being that board games help to promote social competences.…”

Section: Introductionmentioning

confidence: 99%

Everyday practices in Swedish school-age educare centres: a reproduction of subordination and difficulty in fulfilling their mission

Haglund

Boström

2020

Early Child Development and Care

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Research directed at institutions focusing on diverse aspects of childreńs social and cognitive development outside school is a growing field. This article discusses Swedish school-age educare centres for children between 6-12 years of age before and after school. These centres are regarded as important for young children's learning and care, although national statistics and an increasing amount of research shows that the preconditions for fulfilling these assignments are not favourable. This case study is based on Giddens' theory of structuration and studies staff at three educare centres using a mix of different methods, including interviews, observations and vignettes. The staff assert that their work is regarded as subordinate to that of class teachers. This is demonstrated by distant management, a fragmented working day and a lack of time for planning the work. These conditions are seen to affect the quality and the staff´s opportunities to fulfil their mission.

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Making Magic Soup – The facilitation of play in school-age childcare

Cited by 16 publications

References 4 publications

Läroplansimplementering och korstryck i fritidshemmets arbete

Läroplansimplementering och korstryck i fritidshemmets arbete

Becoming-player in school-age childcare

Everyday practices in Swedish school-age educare centres: a reproduction of subordination and difficulty in fulfilling their mission

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