Ampliando alguns limites da escrita acadêmica para tratar do brincar na Casa de Recreação Te-Arte acolho a poética de Guimarães Rosa como suporte epistemológico e metodológico. Afirmo a filosofia trágica de Friedrich Nietzsche, a fenomenologia dos quatro elementos de Gaston Bachelard e da percepção de Maurice Merleau-Ponty. Sobretudo a sabedoria poética de Rosa e de Bachelard, sendo que Guimarães Rosa pode ser considerado também etnógrafo. Anotei o vivido no Diário de Campo significando o que estava à minha volta descobertas de crianças bem pequenas misturado aos elementos da cultura popular e à poética de Guimarães Rosa, engrandecendo este gesto ancestral o brincar. Trata-se, portanto, de uma investigação que está nas imediações da antropologia e da fenomenologia, mas que flerta com a literatura de Rosa para tratar de três núcleos do brincar: corpo, experiência e iniciação, a partir das experiências vividas na Te-Arte, um espaço de aprendizagem e uma experiência singular em educação, concebida e dirigida pela educadora Thereza Soares Pagani, a Therezita, em São Paulo. A Te-Arte existe desde 1975 e se distingue por não ter sala de aula, professores por turma e nem divisão de crianças por faixa etária. O que narro não é algo que possa ser disseminado como política pública, talvez como poética pública, como sugere Marcos Ferreira-Santos. O texto mostra os desafios de uma Pedagogia da Escolha anunciada por Rogério de Almeida e Marcos Ferreira-Santos, acolhendo outras linguagens para dialogar e deixar mostrações de uma educação de sensibilidade postulada pelos mesmos Autores. / Amplifying some limits of the academic writing to handle the aspect of recreation at Casa de Recreação Te-Arte, I make use of Guimarães Rosas poetics as an epistemological and methodological basis. I affirm the tragic philosophy of Friedrich Nietzsche, Gaston Bachelards phenomenology of the four elements and the perception of Maurice Merleau-Ponty. Especially the poetic wisdom of Rosa and Bachelard, taking in consideration that Rosa can also be considered an ethnographer. I noted the vivid in the Field Diary giving meaning to what was around me discoveries of very little children mixed with elements of popular culture and the poetics of Guimarães Rosa, exalting this ancient act recreation. Thus, this is about an investigation which is at the borders of anthropology and phenomenology, but also flirts with the literature of Guimarães Rosa, to deal with three cores of the recreation: body, experience and initiation, based on the processes experienced at Te-Arte, a place for learning and a unique educational experience, conceived and headed by the educator Thereza Soares Pagani a. k. a. Therezita, in São Paulo. Te-Arte is in activity since 1975 and is distinguished by neither having classrooms, teachers divided by groups nor divisions by age group. What I narrate is not something that can be disseminated as public politics, but maybe as public poetics, as is suggested by Marcos Ferreira-Santos. The text shows the challenges of a Pedagogy of Choice announced by Rogério de Almeida and Marcos Ferreira-Santos, bringing together other languages to form a dialogue and leave samples of an education of sensitiveness postulated by the same Authors.

Partindo do pressuposto de que memória e narrativa são elementos inseparáveis, pois para se contar uma história é preciso ter um conhecimento prévio, ou seja, a estrutura narrativa (script) armazenada na memória, a presente pesquisa tem como objetivo principal verificar o papel da memória construtiva em histórias orais, produzidas por crianças, a partir da leitura sequencial de imagens. Para tanto, nos apoiamos em Flavell, Miller & Miller (1999), que compartilham com a visão de Piaget de que o armazenamento de informações é construção; e a recuperação delas é reconstrução, em que o sujeito deve fazer inferências a partir daquilo que está na superfície contextual, denominado, assim, esses dois processos de memória construtiva. Levando em conta que a leitura de imagens faz parte da decodificação e construção de significados de mundo, elegemos as cinco sequências de imagens, retiradas da história A pedra no caminho, extraída do livro Esconde-esconde (FURNARI, 1988). Participaram desse estudo, doze crianças brasileiras, de 5, 8 e 10 anos de idade, de ambos os sexos, de uma instituição particular de ensino. Nesta perspectiva, o método constituiu-se em apresentar para as crianças, num primeiro momento, uma imagem de cada vez, na tela do computador. Logo em seguida, foram expostas as sequências das cinco imagens no conjunto. Após a visualização das imagens, as mesmas foram retiradas e as crianças foram solicitadas a contar a história. Os dados foram gravados em câmera de vídeo digital, com gravador de áudio e transcritos com base nas Normas do Projeto NURC/USP, propostas por Preti e Urbano (1990). De acordo com a natureza dos dados coletados, direcionamos a atenção, também, à memória episódica (TULVING, 1972), responsável pelo armazenamento dos eventos, mas sem perder de vista a memória semântica, onde estão as informações do conhecimento de mundo do sujeito. Os resultados confirmam divergências significativas, nas produções narrativas das crianças, nas diferentes faixas etárias, quanto à utilização dos elementos linguísticos e discursivos. Neste aspecto, não observamos distinção relevante, nas produções de histórias entre meninos e meninas. Outro fator interessante, é que as crianças, independente da idade e do sexo, se posicionam diante dos fatos narrados, apresentando pontos de vistas, crenças e valores, mostrando, dessa maneira, a originalidade e a autoria em suas histórias. As conclusões, por sua vez, evidenciam que as narrativas construídas pelas crianças é uma atividade que abrange o uso de mecanismos de funcionamento da memória de curto prazo, onde estão presentes as informações recentes (as imagens, antes visualizadas) e da memória de longo prazo (memória semântica e episódica). Todas estas informações, provenientes dos diferentes sistemas de memória, são recuperadas e reelaboradas, por meio do script, na memória construtiva infantil para o enredo acontecer. / Assuming that memory and narrative are inseparable elements, once that to tell a story is necessary to have a pre-knowledge - in other words, the narrative structure (script) kept in mind - the present research has as main goal to verify the role of the constructive memory in oral stories, produced by children, based on the reading of sequential images. Thus, we have the support of Flavell, Miller & Miller (1999), who share the same point of view of Piaget, that the storage of information is construction; and its recovery is reconstruction, in which the subject must make inferences from what is on the contextual surface, denominating, therefore, these two processes of constructive memory. Taking into account that the reading of images is part of decoding and construction of meanings of world, we chose the five sequences of images from the story A pedra no caminho, extracted from the book Esconde-esconde (FURNARI, 1998). Twelve Brazilian children aged 5, 8 and 10 years old, from both genders and from a private school, took part in this study. In this perspective, the method was formed to provide for children, at first, an image at a time, on the computer screen. Soon after, the sequence of the set of five images were shown. After the visualization of the images, the same ones were taken away and the children were asked to tell the story. Data were recorded on digital video camera with audio recorder and transcribed based on the standards of the NURC/USP Project, proposed by Preti e Urbano (1990). According to the nature of the collected data, we drew attention, also, to the episodic memory (TULVING, 1972), responsible for the storage of events, but not losing track of the semantic memory, where are the details of knowledge of the subject\'s world. The results confirm meaningful divergences in the childrens narrative productions in the different ages, regarding the usage of linguistic and discursive elements. In this aspect we didnt have noticed relevant distinction in the production of stories between boys and girls. Another interesting factor is that the children, regardless of age or gender, express themselves before the narrated facts, presenting their point of view, creeds and values, showing, in this way, the originality and the authorship of their stories. The conclusions show that the narratives constructed by the children is an activity that includes the use of the mechanisms of the short term memory, where are recent information (the images seen before), and of the long term memory (semantic and episodic memory). All this information, coming from different systems of memory, are recovered and rebuilt by the script, in the childs constructive memory, to finally the plot happen.

Partindo do pressuposto de que memória e narrativa são elementos inseparáveis, pois para se contar uma história é preciso ter um conhecimento prévio, ou seja, a estrutura narrativa (script) armazenada na memória, a presente pesquisa tem como objetivo principal verificar o papel da memória construtiva em histórias orais, produzidas por crianças, a partir da leitura sequencial de imagens. Para tanto, nos apoiamos em Flavell, Miller & Miller (1999), que compartilham com a visão de Piaget de que o armazenamento de informações é construção; e a recuperação delas é reconstrução, em que o sujeito deve fazer inferências a partir daquilo que está na superfície contextual, denominado, assim, esses dois processos de memória construtiva. Levando em conta que a leitura de imagens faz parte da decodificação e construção de significados de mundo, elegemos as cinco sequências de imagens, retiradas da história A pedra no caminho, extraída do livro Esconde-esconde (FURNARI, 1988). Participaram desse estudo, doze crianças brasileiras, de 5, 8 e 10 anos de idade, de ambos os sexos, de uma instituição particular de ensino. Nesta perspectiva, o método constituiu-se em apresentar para as crianças, num primeiro momento, uma imagem de cada vez, na tela do computador. Logo em seguida, foram expostas as sequências das cinco imagens no conjunto. Após a visualização das imagens, as mesmas foram retiradas e as crianças foram solicitadas a contar a história. Os dados foram gravados em câmera de vídeo digital, com gravador de áudio e transcritos com base nas Normas do Projeto NURC/USP, propostas por Preti e Urbano (1990). De acordo com a natureza dos dados coletados, direcionamos a atenção, também, à memória episódica (TULVING, 1972), responsável pelo armazenamento dos eventos, mas sem perder de vista a memória semântica, onde estão as informações do conhecimento de mundo do sujeito. Os resultados confirmam divergências significativas, nas produções narrativas das crianças, nas diferentes faixas etárias, quanto à utilização dos elementos linguísticos e discursivos. Neste aspecto, não observamos distinção relevante, nas produções de histórias entre meninos e meninas. Outro fator interessante, é que as crianças, independente da idade e do sexo, se posicionam diante dos fatos narrados, apresentando pontos de vistas, crenças e valores, mostrando, dessa maneira, a originalidade e a autoria em suas histórias. As conclusões, por sua vez, evidenciam que as narrativas construídas pelas crianças é uma atividade que abrange o uso de mecanismos de funcionamento da memória de curto prazo, onde estão presentes as informações recentes (as imagens, antes visualizadas) e da memória de longo prazo (memória semântica e episódica). Todas estas informações, provenientes dos diferentes sistemas de memória, são recuperadas e reelaboradas, por meio do script, na memória construtiva infantil para o enredo acontecer. / Assuming that memory and narrative are inseparable elements, once that to tell a story is necessary to have a pre-knowledge - in other words, the narrative structure (script) kept in mind - the present research has as main goal to verify the role of the constructive memory in oral stories, produced by children, based on the reading of sequential images. Thus, we have the support of Flavell, Miller & Miller (1999), who share the same point of view of Piaget, that the storage of information is construction; and its recovery is reconstruction, in which the subject must make inferences from what is on the contextual surface, denominating, therefore, these two processes of constructive memory. Taking into account that the reading of images is part of decoding and construction of meanings of world, we chose the five sequences of images from the story A pedra no caminho, extracted from the book Esconde-esconde (FURNARI, 1998). Twelve Brazilian children aged 5, 8 and 10 years old, from both genders and from a private school, took part in this study. In this perspective, the method was formed to provide for children, at first, an image at a time, on the computer screen. Soon after, the sequence of the set of five images were shown. After the visualization of the images, the same ones were taken away and the children were asked to tell the story. Data were recorded on digital video camera with audio recorder and transcribed based on the standards of the NURC/USP Project, proposed by Preti e Urbano (1990). According to the nature of the collected data, we drew attention, also, to the episodic memory (TULVING, 1972), responsible for the storage of events, but not losing track of the semantic memory, where are the details of knowledge of the subject\'s world. The results confirm meaningful divergences in the childrens narrative productions in the different ages, regarding the usage of linguistic and discursive elements. In this aspect we didnt have noticed relevant distinction in the production of stories between boys and girls. Another interesting factor is that the children, regardless of age or gender, express themselves before the narrated facts, presenting their point of view, creeds and values, showing, in this way, the originality and the authorship of their stories. The conclusions show that the narratives constructed by the children is an activity that includes the use of the mechanisms of the short term memory, where are recent information (the images seen before), and of the long term memory (semantic and episodic memory). All this information, coming from different systems of memory, are recovered and rebuilt by the script, in the childs constructive memory, to finally the plot happen.

In high-pressure centrifugal compressors, honeycomb seals are often used as replacements for labyrinth seals to enhance dynamic stability. A concern exists with the loss of this enhanced stability if the honeycomb cavities become clogged with debris over time. So, as a first objective, static and dynamic tests were conducted on a constant-clearance honeycomb and a constant-clearance smooth-bore seal under three inlet preswirl conditions to determine the effects of inlet preswirl. The resulting leakage flowrate and dynamic parameters, effective stiffness and damping of the seal, were measured for each seal and then compared, with the smooth-bore seal representing the honeycomb seal with completely clogged cells. The second objective was to evaluate a two-control volume theory by Kleynhans and Childs with the measured data under the influence of preswirl. Both seals have a 114.7mm bore with a radial clearance of 0.2mm from the test rotor. The honeycomb seal has a cell width of 0.79mm and cell depth of 3.2mm. The target test matrix for each preswirl setting consisted of three exit-to-inlet pressure ratios of 15%, 35%, and 50%, and three rotor speeds out to 20,200 rpm. The target inlet air pressure was 70 bar-a. Experimental results show that, for a clean honeycomb seal, preswirl has little effect on effective stiffness, Keff*, and decreases effective damping, Ceff*, by about 20% at the high inlet preswirl ratio (~0.6). However, comparing smooth and honeycomb seal results at higher inlet preswirl shows a potential reduction in Keff* by up to 68%, and a large drop and shift in positive Ceff* values, which could cause an instability in the lower frequency range. Measured leakage shows a potential increase of about 80%, regardless of test conditions. A swirl brake at the seal entrance would fix this loss in stability by significantly reducing inlet preswirl. The two-control-volume theory model by Kleynhans and Childs seems to follow the frequency-dependent experimental data well for the honeycomb seal. Theory predicts conservatively (under-predicts) for stability parameters such as k* and Ceff* and for leakage. Predictions for K and Keff may possibly be improved with better measured friction factor coefficients for each seal.

Ampliando alguns limites da escrita acadêmica para tratar do brincar na Casa de Recreação Te-Arte acolho a poética de Guimarães Rosa como suporte epistemológico e metodológico. Afirmo a filosofia trágica de Friedrich Nietzsche, a fenomenologia dos quatro elementos de Gaston Bachelard e da percepção de Maurice Merleau-Ponty. Sobretudo a sabedoria poética de Rosa e de Bachelard, sendo que Guimarães Rosa pode ser considerado também etnógrafo. Anotei o vivido no Diário de Campo significando o que estava à minha volta descobertas de crianças bem pequenas misturado aos elementos da cultura popular e à poética de Guimarães Rosa, engrandecendo este gesto ancestral o brincar. Trata-se, portanto, de uma investigação que está nas imediações da antropologia e da fenomenologia, mas que flerta com a literatura de Rosa para tratar de três núcleos do brincar: corpo, experiência e iniciação, a partir das experiências vividas na Te-Arte, um espaço de aprendizagem e uma experiência singular em educação, concebida e dirigida pela educadora Thereza Soares Pagani, a Therezita, em São Paulo. A Te-Arte existe desde 1975 e se distingue por não ter sala de aula, professores por turma e nem divisão de crianças por faixa etária. O que narro não é algo que possa ser disseminado como política pública, talvez como poética pública, como sugere Marcos Ferreira-Santos. O texto mostra os desafios de uma Pedagogia da Escolha anunciada por Rogério de Almeida e Marcos Ferreira-Santos, acolhendo outras linguagens para dialogar e deixar mostrações de uma educação de sensibilidade postulada pelos mesmos Autores. / Amplifying some limits of the academic writing to handle the aspect of recreation at Casa de Recreação Te-Arte, I make use of Guimarães Rosas poetics as an epistemological and methodological basis. I affirm the tragic philosophy of Friedrich Nietzsche, Gaston Bachelards phenomenology of the four elements and the perception of Maurice Merleau-Ponty. Especially the poetic wisdom of Rosa and Bachelard, taking in consideration that Rosa can also be considered an ethnographer. I noted the vivid in the Field Diary giving meaning to what was around me discoveries of very little children mixed with elements of popular culture and the poetics of Guimarães Rosa, exalting this ancient act recreation. Thus, this is about an investigation which is at the borders of anthropology and phenomenology, but also flirts with the literature of Guimarães Rosa, to deal with three cores of the recreation: body, experience and initiation, based on the processes experienced at Te-Arte, a place for learning and a unique educational experience, conceived and headed by the educator Thereza Soares Pagani a. k. a. Therezita, in São Paulo. Te-Arte is in activity since 1975 and is distinguished by neither having classrooms, teachers divided by groups nor divisions by age group. What I narrate is not something that can be disseminated as public politics, but maybe as public poetics, as is suggested by Marcos Ferreira-Santos. The text shows the challenges of a Pedagogy of Choice announced by Rogério de Almeida and Marcos Ferreira-Santos, bringing together other languages to form a dialogue and leave samples of an education of sensitiveness postulated by the same Authors.

Denna kvalitativa studie syftar till att bidra med kunskap kring samlingens utformning samt synliggöra dess konsekvenser för barns inflytande. För att besvara detta har följande frågor varit centrala; hur kan samlingens utformning såsom samlingens innehåll, struktur samt kommunikativa villkor möjliggöra barns inflytande? Vilka konsekvenser får samlingens utformning för barns inflytande? Studien har genomförts genom observationer där vi valt att vara icke-deltagande för att på så vis begränsa vår påverkan så mycket som möjligt.Observationerna genomfördes på en förskola i en åldersblandad grupp med barn 3–5 år där arbetslaget bestod av fyra kvinnliga pedagoger. I den genomförda studien framkommer det att samlingen är starkt styrd av de vuxna och att de är de som bestämmer över samlingens innehåll. Pedagogens val ger konsekvenser för barns inflytande i form av vem som ska få prata, när denne ska få prata samt hur länge. Det framkom att pedagogens val av aktiviteter sätter ramarna för hur pass mycket inflytande barnet kan utöva. En slutsats som kan dras är att barns möjlighet till inflytande under samlingen i många fall är begränsat och villkorat. Studiens resultat är relevant då det öppnar upp för möjligheter till reflektion kring samlingen och dess funktion i förskolan. Vår uppfattning är att samlingen kan fungera som en arena för barns inflytande, vilket vi hoppas kunna få fler att instämma i.

Afrikaans Dit is meer as dertig jaar gelede dat Childs (1964) sy belangrike artikel lnterprefation in Faith gepubliseer het. Dit het die begin ingelei van 'n nuwe fase in die Ou-Testamentiese navorsing. Talle verdere publikasies van Childs het die lig gesien. Sy publikasies het baie reaksie uitgelok. Die kanoniese benadering van Childs sou tot 'n debat lei wat steeds nie uitgewoed is nie. Hlerdie studie poog om 'n evaluering van die benadering van B. S. Childs te maak. As 'n hipotese word gestel dat die kanoniese benadering van Childs hom nog steeds in die hoofstroom van die historiese kritiek bevind. Childs maak nog steeds van die resultate van die histories-kritiese metode gebruik. Dit word gedoen teenoor aannames dat Childs a-histories werk en sy eie siening dat die kanoniese benadering 'n paradigmaskuif verteenwoordig. Die hipotese word uitgewerk aan die hand van die volgende werkswyse: Na inleidende opmerkings volg 'n bespreking van die plek wat Childs inneem in die navorsing oor die kanon. Dit word gevolg deur 'n gedeelte wat aandag gee aan outobiografiese gegewens oor Childs, sy belangrikste publikasies en die ontwikkeling van sy kanoniese benadering. 'n Uiteensetting van Childs se benadering gegee aan die hand van kernkonsepte volg hierna. Om Childs as 'n kind van sy tyd te sien word daar gekyk na die invloed wat sy mentors op hom gehad het asook ooreenkomste wat hy met ander teoloë en nie-teoloë het. Ten einde Childs in perspektief te sien word reaksie op sy benadering vervolgens aan die orde gestel. Reaksie op die benadering van Childs word geëvalueer in die daaropvolgende deel. Indien Childs nie 'n paradigmaskuif verteenwoordig nie, wat is dan sy relevansie vir die toekomstige debat? Die laaste hoofstuk is 'n konklusie wat die bydrae van Childs evalueer en die moontlike implikasies van die kanoniese benadering vir die toekoms bespreek. Die studie bevestig die feit dat die kanoniese benadering hom nog steeds binne dieselfde kader as die historiese kritiek bevind. Childs is in die implementering van sy benadering afhanklik van die resultate van die histories-kritiese metode. Om hierdie rede kan Childs nie geëtiketteer word dat hy a-histories werk nie. Die aanspraak wat gemaak word dat hy 'n paradigmaskuif bewerksteliig het, gaan ook nie op nie. Dit neem egter niks weg van die feit dat B. S. Childs 'n monumentale bydrae tot die Ou-Testamentiese wetenskap gemaak het nie. English It is more than thirty years ago since Childs (1964) published his important article Interpretation in Faith. This article introduced the start of a new phase in OldTestamentical research. A number of other publications by Childs have since seen the light. His publications have elicited wide reaction. The canonical approach of Childs would lead to a debate that has still not abated. This study attempts to evaluate B.S. Childs' approach. It is hypothesised that the canonical approach by Childs still finds itself in the mainstream of historical criticism. Childs still uses the results of the historical critical method. This is done in contrast to the suppositions that Childs operates a-historically and to his own view that the canonical approach represents a paradigm move. The above hypothesis was developed using the following methodology: Introductory comments followed by a discussion of Childs' place in canonical research. Subsequently, autobiographical data on Childs, his most important publications and the development of his canonical approach are presented. It is followed by a discussion of his approach in view of fundamental concepts. To view Childs as a child of his time, regard must be had to the influence of his mentors on him and the similarities he shared with theologians and non-theologians. To place Childs' approach into perspective, reaction to the approach is discussed and evaluated. If Childs does not represent a paradigm move, what then is his relevance for future debate? The final chapter is a conclusion of the study where Childs' contribution is evaluated and possible implications of the canonical approach for the future are discussed. The study confirms the fact that the canonical approach still finds itself in the same cadre as the historical criticism. Childs depends on the result of the historical critical method for the implementation of his approach. He can therefore not be labelled as a-historical. Furthermore, claims that he accomplished a paradigm move can not be sustained. However, the fact that Childs made a monumental contribution to Old Testamentical scholarship can never be negated. / Thesis (DD)--University of Pretoria, 2008. / Old Testament Studies / unrestricted

Acsract Syftet med denna studie har varit att undersöka hur förskollärare arbetar för att tillgodose det enskilda barnets behov vid inskolning. Studiens syfte mynnar ut i frågeställningar om hur förskollärare går tillväga och hur förutsättningarna ser ut för att nå en väl genomförd inskolning. Undersökningen handlar om att bredda kunskapen om hur förskollärare arbetar med inskolningen för att se det enskilda barnet i inskolningsprocessen. Studien knyter an till tidigare forskning och lyfter det som i resultatet är relevant. I läroplanen för förskolan (2018) står det att förskolan har i uppdrag att bemöta och ta till vara på alla barns individuella behov samt att de ska göra verksamheten meningsfull för alla barn. I denna studie lyfts förskollärarens förhållningssätt och förmåga att förstå hur de förhåller sig i mötet med barn och barns behov. Förskollärare behöver ha en medvetenhet kring sin egen syn på bemötande, då det hänger ihop med förmågan till samspel. Resultatet i undersökningen pekar på att bland annat kvalitet har stor betydelse för en väl genomförd inskolning.

The aim of this study was to investigate how children are affected by growing up with alcohol-abusing parents. The study was carried out through a qualitative study where the method was individual interviews with a total of five social workers active in social services. Collected data have been analyzed on the basis of social learning theory and attachment theory as theoretical starting points. Then, the collected data was analyzed through the previous research.The studys three questions were answered during the course of the study, where results showed that children are negatively affected in relation to the parents alcohol abuse andresulted as a result of, among other things, mental illness, poor school performance, fear andmore. If the social services experience concern or suspicion that a child is doing badly athome, they can act to help the child, they can act to help the child affected by parents alcoholabuse. Several of the respondents argue that the social services should have interventions forthe children and help with their mental illness. The study shows clear shortcomings in efforts from, among others, social services. Together, children can experience that home conditionsare destructive and insecure when it comes to parental abuse. Parentification is verycommon among these children during the course of the study, which can have majorconsequences for the childrens personal development.

Syftet med denna studie är att undersöka hur pedagoger i fritidshem resonerar kring elevinflytande. Mer specifikt analyseras hur sju pedagoger upplever att elevinflytande integreras i undervisningen. Tillgång till skola har funnits i Sverige sedan 1000-talet då kyrkan stod som källan till kunskap. Dagens fritidshem har sitt ursprung från 1800-talets arbetsstugor där barn skulle lära sig ett hantverk och komma ifrån tiggeri. Fritidshemmet ska vila på en demokratisk grund och eleverna ska få både omsorg och lärande. Alla elever ska mötas med respekt, nyfikenhet och öppenhet för att lära och utvecklas tillsammans. Fritidshemmet styrs av Barnkonventionen, Skollagen och Läroplan för grundskolan, förskoleklassen och fritidshemmet, där undervisningen ska utgå från elevernas intresse, behov och erfarenhet. Svenska forskare skriver om elevinflytande, hur eleverna görs delaktiga på fritidshemmet. Empirin till denna kvalitativa studie har tillkommit genom sju intervjuer med pedagoger i fritidshem. Teorin som används till analysen av empirin är barndomssociologi med begreppen barnperspektiv, barns perspektiv och makt. Resultatet visar att respondenterna tycker att det är viktigt att eleverna får göra sin röst hörd och att deras tid på fritidshemmet är värdefull. Trots det kan respondenterna se att vissa elever upplever att deras röst inte blir hörd, då deras val inte var det som majoriteten valde. Pedagogerna använder ett barnperspektiv i verksamheten då de utgår från vad de tror att eleverna vill lära om. / The purpose of this study is to investigate how educators in leisure time centers reason about student influence. More specifically, how seven educators feel that student influence is integrated into teaching si analysede. Access to school har existed in Sweden since the 11th century when the church stood as the source of knowledge. Today’s leisure time centers have their origins in 19th-century workhouses where children would learn a craft and get away from begging. The leisure center must rest on a democratic foundation and the students must receive both care and learning. The leisure time center is governed by the Convention on the Rights of the Child, the School Act and the Curriculum for primary school, pre-school and leisure time center, where teaching must be based on the students' interests, needs and experience. Swedish researchers write about student influence, how students are made to participate in the leisure time center. The experience for this qualitative study has been gained through seven interviews with educators in leisure time centers. The theory used for the analysis of the empirical evidence is childhood sociology with the concepts of child perspective, children's perspective and power. The results show that the respondents think it is important that the students are allowed to make their voices heard and that their time at the leisure time center is valuable. Even so, the respondents can see that some students feel that their voice is not being heard, as their choice was not the one chosen by the majority. The educators use a children's perspective in the activities as they start from what they think the students want to learn about.