I fritidshemmen möts de flerspråkiga barnen av fritidspedagoger och svenskfödda barn. Enligt undersökningar vi tagit del av är det viktigt att bemötandet av de flerspråkiga barnen är genomtänkt och anpassat efter deras behov och kulturer. Det måste också ske med ett stimulerande arbetssätt. Undersökningarna visar även att språket är en förutsättning för att kunna lära sig nya saker, att kunna kommunicera med andra och att kunna stärka sin självkänsla och identitet. Syftet i vår undersökning är att belysa hur fritidspedagoger kan underlätta språkutveckling och integrering i fritidshemmet för flerspråkiga barn. Undersökningen tar reda på vilka arbetssätt som kan användas samt vilka möjligheter kontra vilka hinder som finns med flerspråkigheten i verksamheten. För att få reda på undersökningens alla frågor intervjuades 12 fritidspedagoger som varit verksamma i mer än 3 år. Denna undersökning är en kvalitativ studie. Resultatet visar att arbetssätten varierar hos fritidspedagogerna, men det finns också arbetssätt som de flesta av fritidspedagogerna har gemensamt. Undersökningen visar att det finns fler möjligheter än hinder med flerspråkiga barn i fritidshemmet.

År 2016 kom den nya reviderade läroplanen, där Skolverket beskriver de målen som finns för fritidshemmet. Det har därmed blivit mer tydligt vad fritidshemmet ska arbeta med under fritidsverksamheten. I studien är vi intresserade av följande frågor.Vilka uppfattningar har vårdnadshavarna om fritidsverksamheten?Vilken roll anser vårdnadshavarna att läraren i fritidshem har?Hur uppfattar vårdnadshavarna samspelet mellan fritidslärare och vårdnadshavare?Vilka uppfattningar har vårdnadshavarna när det gäller lärande på fritidshem?I studien har kvalitativ metod använts med intervjuer. Åtta vårdnadshavare med elever på två olika fritidshem deltar i studien. I resultatet framgår det att vårdnadshavarna har olika uppfattningar om fritidshemmets verksamhet. Den uppfattning som dominerar bland vårdnadshavarna är att fritidshemsverksamheten är en plats där deras barn kan få passning och utöva fri lek. Vårdnadshavarna efterfrågar mer information av lärarna om fritidshemmets uppdrag och hur de arbetar med eleverna för att få mer insyn och kunna påverka verksamheten. Därmed anser vissa vårdnadshavare att fritidslärarna måste bli bättre på att informera om verksamheten, för att öka vårdnadshavarnas insyn och påverkan.

This essay is about how I explore and above all reflect on my future assignment as a teacher. The purpose of the text is to examine what is in the governing document for the after-school center and thus the assignment for an after-school center teacher. The primary questions that are asked is what type of conditions are important for an after-school center teacher, in order for the after-school center teacher to be able to comply with the National Agency for Education's intention with chapter 4 in the curriculum. As a research method, I look at previous research in the subject and take in perspectives from professional role, profession and leadership. I will link to theory about the pedagogical leadership and who is responsible for quality assurance of the leisure center. The results of the survey will show the complexand difficult task that an after-school teacher has with collaboration in school and the leisure pedagogical task in the after-school center. An assignment that currently is hard to navigate and may be interpreted differently by an after-school teacher or principal in which the conditions are paramount.

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.

The purpose of this study is to explore active after-school teacher’s perceptions of the concept of meaningful leisure time. The purpose of the study is also to investigate if the interpretations of meaningful leisure time affect the perception of their work roles and after-school teacher’s actual work in a leisure activity. The study also provides an insight into how afterschool teachers perceive their roles in general. The study is based on qualitative interviews on five after-school teachers from four different schools in a municipality in Sweden. The results of the study show that the respondents interpret the concept of meaningful leisure-time in both similar and different ways. A common perception among the respondents is that meaningful leisure-time activities is important for social and emotional development and learning. The children can together with the after-school teachers create meaningfulness that may be considered as a meaningful leisure time. The study also shows that the respondents understanding of meaningful leisure time affect the perception of their work roles and vice versa.Keywords: Meaningful leisure time, recreation, after-school teacher, perceptions of the concept of meaningful leisure time.

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.

This study aims to research the student assistant’s workplace situation at the after-school center, wherein we examine the various differences between how school leaders, parents and guardians aswell as student assistants handle their duties at the after-school center. These questions are as follows, ”What duties should the student assistant role encompass”, as well as”Which differences exist in the support which students with special needs receive during school hours respective to after-school hours”. This study derives its information from qualitative research and scripted and improvised interviews. Our results demonstrate a clear link that the student assistant plays a vital role with the work of supporting special needs children. Since it has been difficult acquiring prior research regarding the student assistant’s role at the afterschool center we’ve had to draw parallels between the small amount of existing research regarding the student assistant’s work during school hours.

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.