How do we create a successful collaboration between school and after-school care? – Three different models of collaboration The present study aims to investigate the different models of collaboration between schools and after-school care centers. The impetus for this study was my impression that the collaboration is not successful everywhere and I wanted to provide examples of models that are effective. The study is focused on presenting the advantages and disadvantages of various collaborative models, and consists of qualitative interviews with both teachers and after-school care providers. The material has been analyzed from a sociocultural as well as interactionist perspective. The study revealed that the different models work well, but they also struggle with the issue of finding time for joint planning between the different professional groups and occasionally even with the division of roles among the educators. It is my assessment as well that the collaboration in the examined schools works well because the educators at these schools showed great respect for each other’s different competencies. My conclusion is that the success of a collaborative model to a large extent depends on the attitudes of the educators with regard to respecting each other’s professional competence, as well as having a genuine interest in and commitment to developing an effective collaboration. / Syftet med föreliggande studie var att studera olika samverkansmodeller mellan skola och fritidshem. Utgångspunkten var min uppfattning att samverkan inte fungerar överallt och jag ville ge exempel på fungerande modeller. Studien är inriktad mot att förmedla för -och nackdelar med olika samverkansmodeller. Studien består av kvalitativa intervjuer med både lärare och fritidshemspedagoger. Materialet har analyserats utifrån både ett sociokulturellt och ett interaktionellt perspektiv. De slutsatser som studien lägger fram är att de olika modellerna fungerar väl, men att de även dras med problemet att få tid till gemensamma planeringar mellan de olika yrkesgrupperna och ibland även rollfördelningen mellan pedagogerna. Min tolkning är också att samverkan på de undersökta skolorna fungerar väl för att pedagogerna på de undersökta skolorna visade stor respekt för varandras olika kompetenser. Min slutsats blir att en fungerande samverkansmodell till stor del hänger på pedagogers inställningar vad det gäller att respektera varandras yrkeskompetenser, samt att ha ett genuint intresse och engagemang för att utveckla en fungerande samverkan.

Syftet med ubdersökningen är att ta reda på hur mycket och på vilket sätt fritidspersonalen samverkar med lärarna. I uppsatsen kommer samarbetet mellan skola och fritids belysas. Det kommer undersökas om och vad som fungerar bra men även ta upp problematiken som finns kring samverkan.

Barnen idag växer upp i ett digitaliserat samhälle, ett samhälle som ställer högre krav på individernas digitala kompetens. Tekniken utvecklas och förnyas ständigt och det är viktigt att skol och fritidsverksamheten hänger med i utvecklingen. Skolan och fritidshemmet har ett ansvar att utbilda eleverna i digitalt användande för att utveckla digital kompetens hos eleverna. Därför har vi i detta arbete valt att undersöka om fritidsverksamheten har de förutsättningarna som krävs för att uppnå målsättningarna gällande digitala verktyg som finns i styrdokumenten. Studien innefattar både en kvalitativ och kvantitativ metod där vi genomfört både enkäter och intervjuer. Resultatet av studien visar att fritidslärarna i vissa fall saknar kompetens för att bedriva digitala aktiviteter och att det saknas formell utbildning i digitalt användande hos fritidslärarna.

I dagens samhälle stöter barn och vuxna på digitala verktyg dagligen, tekniken och verktyg utvecklas allt mer.Skol- och fritidsverksamheten har i ansvar att utbilda och utveckla elever i digitalt användande för lärandeoch kritiskt tänkande. Syftet med denna studie är att undersöka hur fritidslärare uppfattar förutsättningarnaför att arbete med IKT i fritidshem. Genom en kvalitativ studie genomfördes undersökningen av nio fritidslärarei tre olika verksamheter. Resultatet påvisar ett positivt engagemang till IKT men att den grundläggandeutbildningen är bristande och fritidslärarna påtalar om utbildning.

The purpose of this study is to examine some after-school teachers’ perceptions about the outdoor stay at the after-school care centre in the schoolyard and in the leisure- environment. Five semi-structured interviews were conducted with the after-school teachers at five after-school care centres in the Stockholm area. In the theoretical part presents the leisure- governance and ongoing research on outdoor learning, research on the school playground and kindergarten local environment affects children in their development and learning, and after-school teachers’ professional identity. The theoretical foundation is based on the phenomenographic approach. The questions are: • What is outdoor education according to the after-school teachers? • According to after-school teachers, what educational opportunities are provided by the schoolyard and the local environment? • How do the after-school teachers use the schoolyard and local environment? The result shows that outdoor education can be a knowledge invigorating complement to the indoor teaching and a way for the after-school centre to supplement the compulsory schoolday. The play outdoors can help to increase children's social development, creativity and imagination. The after-school teachers used the schoolyard and local environment for various purposes which may be due to different circumstances, knowledge and experience to carry out educational activities outdoors. But it may also depend on whether the after-school teacher focuses on the regular school day or in the afternoon at the after-school care centre. / Syftet med denna studie är att undersöka några fritidspedagogers uppfattningar om fritidshemmets utomhusvistelse på skolgården och i närmiljön. Studien avgränsas till fem fritidshem i Stockholmregionen.  Denna studie utgår från tre frågeställningar. Dessa är:  • Vad är utomhuspedagogik enligt fritidspedagogerna? • Vilka förutsättningar ger skolgården och närmiljön enligt fritidspedagogerna? • Hur använder fritidspedagogerna skolgården och närmiljön? I det teoretiska avsnittet redogörs för fritidshemmets styrformer och aktuell forskning som berör utomhuspedagogik, forskning, hur skolgården och fritidshemmet närmiljö påverkar barnens utveckling, lärande samt fritidspedagogens yrkesidentitet. Den teoretiska grunden utgår från den fenomenografiska ansatsen. Resultatet visar att utomhuspedagogik kan vara ett kunskapsstärkande komplement till inomhusundervisningen och ett sätt för fritidshemmet att komplettera skolan. Leken utomhus kan bidra till att öka barnens sociala utveckling, kreativitet och fantasi. Fritidspedagogerna använde skolgården och närmiljön för olika ändamål som kan bero på olika förutsättningar, kunskaper och erfarenheter av att utföra pedagogisk verksamhet utomhus. Men det kan även bero på om fritidspedagogen lägger fokus på den ordinarie skoldagen eller på eftermiddagarna på fritidshemmet.

No description available.

Forskning visar att utevistelse har en positiv inverkan på elevers lärande och kan vara länken mellan teori och praktik. Genom att vara utomhus och vistas i olika utemiljöer påverkas både vårt fysiska och psykiska välmående positivt, vilket vidare påverkar vår inlärning. Enligt läroplanen ska fritidshemmet komplettera skolan genom att erbjuda eleverna undervisning i olika utemiljöer och genom upplevelsebaserade lärandesituationer. Syftet med denna studie är att undersöka fritidslärares erfarenheter och uppfattningar av utemiljöns pedagogiska möjligheter. Studien grundar sig på två frågeställningar: Vilka möjligheter kan fritidslärare se i olika utemiljöer som pedagogiska arenor? Hur uppger fritidslärarna att de använder utemiljöer i den fritidspedagogiska verksamheten? Den teoretiska utgångspunkten i studien grundar sig utifrån teorin om affordance. I vår undersökning används kvalitativ metod i form av semistrukturerade intervjuer, där sex fritidslärare deltog. Utifrån den kvalitativa analysmetoden resulterade detta till studiens fyra olika huvudteman: Utemiljö- en viktig lärmiljö, Skogen som upptäcksplats, Vatten- ett viktigt element och Skolgård- en planerad och spontan arena. Resultatet visar att fritidslärarna ser utemiljön som en självklar och viktigt lärmiljö i undervisningen på fritidshemmet. Fritidslärarna lyfter fram pedagogiska möjligheter på skolgården, skogen samt platser där det finns tillgång till vatten. Slutsatser som kan dras utifrån studien är att olika utemiljöer används för att utveckla elevernas kognitiva, sociala och fysiska förmågor. Utemiljön kan vidare användas för att eleverna ska få uppleva ett mer praktiskt och utforskande arbetssätt, vilket kan förstärka elevernas teoretiska kunskaper. / Research shows that the outdoor environment has a positive impact on students learning and can be a supporting link between theory and practice. Being outdoors and visiting different outdoor environments, both human physical and mental well- being are positively affected, which supports learning. According to the curriculum, the after school program should supplement the school by offering students teaching in different outdoor environments and through experience-based learning situations. The aim of this study is to examine after school teachers experiences and perspective of the educational opportunities of the outdoor environment. The study is based on two questions: What opportunities can after school teachers see in different outdoor environments as educational arenas? How do afterschool teachers state that outdoor environment are used in after school programs? The study is based on the theory of affordance. In our study, qualitative methodology was used in the form of six semi-structured interviews with after school teachers. Based on a qualitative method of analysis, this resulted in four main themes: The outdoor environment – an important learning environment, The forest as a place of discovery, Water – an important element and The schoolyard – a planned and spontaneous arena. The result shows that the after school teachers see the outdoor environment as an obvious and important learning environment in the education at the after school program. The after school teachers highlight educational opportunities in the school yard, the forest and places where there is access to water. Conclusions that can be drawn from the study are that different outdoor environments are used to develop students cognitive, social and physical abilities. Furthermore, the outdoor environment can be used to allow students to experience a more practical and exploratory way of working, which can strengthen the student’s theoretical knowledge.

“Can even boys paint their nails?”, is a scientific essay on the importance of gender awareness in the after school activities planning. The purpose of this text is to increase self awareness of gender norms, to reach enough knowledge and get supportive tools for effective action against discriminating gender norms in the after school center. This essay based on dilemma that I have experienced from, by describing it in a story. By studying this dilemma from different angles and different perspectives, to get the comprehension about how my gender identity can influence my work and the activities I plan. I will also check to make sure if a gender awareness can be an effective and useful method to be used in my work and actions. I study all these aspects from a hermeneutic perspective, in other words, by interpreted of scientific literariness, that Fanny Ambjörnsson’s theories and the Government’s investigation (SOU) 2006:75 is considered as a basis in the reflection part in this essay.  The results show that I have been approximately acted and planned my activities like a neutral norm’s bearer. Instead, I should act as a norm’s breaker and insert a gender awareness into in my behavior and into in my work. The best way that can be used to reach this extensive change is that my colleagues and I highlight and discuss these traditional gender norms. To implement this kind of procedure will not be easy, by the commitment at all levels and working cooperatively with the care centers management and the principal, we can together successfully reach this goal. / ”Får ens killar måla sina naglar?”, är en vetenskaplig essä om vikten av genusmedvetenhet i fritidsverksamhetens planering. Syftet med denna essä är att öka självmedvetenhet om genusnormer, nå kunskap och få stödjande verktyg för effektivt agerande mot könsnormer på fritidshemmet. Denna essä utgår ifrån ett egenupplevt dilemma som jag gestaltar i en berättelse. Genom att studera dilemmat ur olika perspektiv får jag inblick i hur min könsidentitet kanpåverka min verksamhet. Jag kommer även undersöka om ett genusmedvetenhetförhållningssätt kan vara ett motverkande sätt att främja verksamheten och mitt agerande ifrågor kring genus. Detta utforskar jag ur ett hermeneutiskt perspektiv, det vill säga tolkning avlitterära texter, där Fanny Ambjörnssons teorier och regeringens utredning (SOU) 2006:75 utgör grunden i reflektionsdelen av denna essä. Resultatet visar att jag i mitt agerande och i min verksamhetsplanering har i princip agerat som neutral normbärare. Jag bör istället verka som normbrytare och föra in genusmedvetenhet i min attityd och i min verksamhet. Ett sätt för att förverkliga en så här omfattande förändring och invanda traditionella genusnormer är att, jag och mina kollegor synliggör och problematiserar dessa normer. Detta arbetssätt är inte lätt att bedriva, men med engagemang på alla nivåer och med stöd av skolledningen kan vi tillsammans lyckas med det målet.

In this essay we have compared the after-school activities from the present day to how they were composed 15 years ago, as well as shedding light on some of the changes our profession has undergone in pace with a changing society. We observed that this subject has been brought up many times before, after reading multiple works, and the issue one would want to clarify is whether this change has been for the better or for the worse. Have these changes benefited the students, educators and the after-school activities or have they brought complications and deteriorations? The governing documents have been amended; the environment and pre-requisites have been transformed. We have disassembled the various governing documents and the pre-requisites as well as the significance of the relations that we, as after-school teachers, rely on on a day-to-day basis which we then need to relate ourselves to. The purpose of this essay is to analyze the development of the after-school activities on several levels and analyze the implications of these changes or lack thereof for everyone involved out of several aspects. Nanette portrays the conditions from fifteen years ago whereas Lena depicts present-day conditions. The issues being treated are as follows: What is the difference between Lena’s and Nanette´s professional roles based on both of their reports as well as the governing documents? What does the conception of “meaningful after-school activities” entail and which contributing factors can have an impact on it? Nanette´s report uses the terms children and parents whereas Lena´s report uses students and legal guardians. What implications does this change in the use of terms have and what is the purpose behind it? Out of which ethical perspectives can we interpret our actions in the reports? The changes that have been observed are found in the use of terms, resources as well as the varying amount of access to the premises, the view on children's free play and the educational level of employees, much of which can be connected to an interpretation of the curriculum's use of the term meaningful after-school activities. On the other hand, what we observed not to have changed is the ethical thought process and the ethical theories one relies on during decision-making as an educator. Whether these changes have led for better or worse has no unequivocal answer as of now due to the causal links being complex by other factors being at play, economy, as well as conditions varying between schools. Furthermore, we have noticed that, even though this has been a recurring subject to be brought up, we can still conclude that further reflection and research on this subject is needed.

The title of our essay is I wonder who I am at work. It is a qualitative study about the descriptions of leisure teachers and leisure educators of their dual mission and the dilemmas of the dual mission. The purpose of this study is to examine the dilemmas after-school teachers and after-school educators encounter in their professional role. We also look into the experiences of four after-school teachers and two after-school educators regarding the support they receive from their supervisor who is an assistant principal in after-school education. We also investigate how three deputy head teachers in leisure time centres describe the tasks of leisure time teachers and leisure time educators and the support they provide to them as a group of teachers and for the leisure time centre activities. In the study, we use concepts from the framework factor theory and the theory of KASAM. We also make use of some previous research in the field. After analyzing our interviews, we concluded that all after-school teachers and leisure time educators have common responsibilities in their mission and these are recess activities, leisure time supervisor and interaction during school hours. Unlike after-school teachers, recreation teachers had instruction during school hours while after-school teachers had interaction in the classroom. All interviewees felt that planning time was a major issue. It is difficult to plan for their assignments which are both during school, and after. Therefore, our interviewees chose to focus on the area that they felt was most important to them. The after-school teachers have chosen to focus on planning for school teaching while the after-school educators for after-school activities. Our study results showed that assistant principals in after-school programs were knowledgeable in their field because they have both training and experience in after-school programs. Both the after-school teachers and the after-school educators we interviewed emphasized the importance of having an assistant principal who has training in after-school education. The assistant principals in after-school care were very careful to have at least one FL or FP in each after-school department.