Characteristics of the recreational activities of children and the related basic concepts.

The literature revealed a neglect in the area of family leisure-time behavior. The problem under consideration in this investigation was leisure-time behavior among fathers with members of the immediate family. Forty five fathers were selected for this study. Fifteen fathers represented each of three social class positions as defined by the Hollingshead two-factor index of education and occupation. All fathers had to be presently married and living at the same residence with spouse and children. There had to be two or three children in the family, and they had to be within the age range of six to thirteen. Finally, all fathers were of the caucasian race. The findings supported the hypotheses relative to social class position and time and types variations. With one exception, there was a positive association between social class position and every aspect of father family leisure time when both time and types variations were considered. There was no association between social class position and the amount of leisure time a husband and wife spent together. The findings did not support the hypotheses relative to the association between familism and time and types variation of family leisure time. In most instances there was an inverse association between familism and time variation and between familism and types variation. Finally, there was an inverse association between social class position and familism. Although the results of this investigation cannot be applied to a general population due to the methodological limitations, the findings do show that social class position does predict the behavior of fathers relative to leisure-time use with family members. The results also show that familism as defined and measured for this investigation is limited in its applicability. It is suggested that future research include a probability sampling procedure so that inference can be drawn applicable to a larger population, and mothers as well as fathers be included in the investigation.

This is a scholarly essay in which I examine and reflect on issues related to collaborationbetween teachers and parents and also inclusion of students with special needs. In the firstpart of the essay a story is presented that describes the problems followed by a lack ofconsensus between parents and school regarding a student with special needs. In which waycan a good collaboration between teachers and parents be promoted? I have used the“partnership model” and the “Overlapping Spheres of Influence”-theory to problematize andreflect on collaboration between teachers and parents. Are we as teachers able to changeparental attitudes? Or should we as teaches try to reach a deeper comprehension about whyparents have different attitudes towards the school? In this essay I will also introduce different perspectives within the special education field andalso the meaning of inclusion and including pedagogy. What does it mean that school shouldbe for everyone? In which way can I as a leisure-time teacher make sure that all students areinvolved regardless of their needs? These issues are problematized and discussed not onlyfrom my perspective but also from students and teachers perspectives.

Syftet för denna studie är att undersöka problemrepresentationer kring arbetet med barn i behov avsärskilt stöd och inkludering samt att se till vilka tänkbara effekter dessa representationer kan få förindivider i behov av särskilt stöd och ett inkluderande arbetssätt. Denna kvalitativa studie bygger på 8semistrukturerade intervjuer av fritidshemspersonal. Uppsatsen grundar sig i en diskursanalytiskansats med Carol Bacchi’s WPR metod ur ett socialkonstruktivistiskt perspektiv. Tidigare forskningpå elever i behov av särskilt stöd och inkludering visar hur ett relationellt perspektiv är att föredra iarbetet med inkludering, annan forskning visar hur det är i sociala relationer som exkluderandetillfällen uppstår mellan elever, där fritidshemmets uppdrag kan ha en central roll. I denna studieanalyseras informationen i relation till olika perspektiv på inkludering. Individ- och relationellaperspektivet samt Nilholms fyra definitioner på inkludering. Resultaten visar att synsätten påinkludering skiljer sig åt mellan informanterna. Det finns tendenser som visar på att ettindividperspektiv kan tänkas ge effekter i form av exkluderande tillfällen för elever i behov.Personalen har uttryckt hur skolans traditionella undervisningsform samt stora elevantal kan försvåraett inkluderande arbetssätt där allas behov tillgodoses. Studien fann även skillnader kring genus ibeskrivningar kring diagnos och behov, där alla exempel om ett barn som uppvisat mer utåtagerandebeteenden handlade om pojkar, även fiktiva fall.

Health research has demonstrated that regular leisure-time physical activity (LTPA) during pregnancy and the postnatal period may play a crucial role in managing the physical and psychological challenges that women face during these times of transition. The purpose of this dissertation was to investigate LTPA patterns during pregnancy and in the postnatal period and identify social-cognitive correlates associated with regular LTPA. Three inter-related studies were conducted. The purpose of Study 1 was to conduct an in depth month-to-month investigation of LTPA from 3 months prior to conception to 7 months following childbirth. An assessment of 309 pre and postnatal women revealed that LTPA started to decline in the first trimester of pregnancy, continued to decline at a steady rate until childbirth and then increased during the postnatal period. In addition to illustrating the average growth curve, the results from the multi-level moding analyses indicated substantial individual variability around the average growth curve. Future research should identify social cognitive factors that are associated with LTPA during this time of transition. Accordingly, Study 2 investigated psychosocial correlates of LTPA during pregnancy. The study engaged pregnant women in the listing of salient barriers to LTPA at 4 different time points during pregnancy (e.g., pregnancy weeks 18, 24, 30 and 36) and examined if barrier self-efficacy as well as a general measure of exercise self-efficacy were associated with LTPA during pregnancy. A total of 1168 barriers were content analyzed, yielding nine major themes. Hierarchical regression analyses supported both forms of self-efficacy as predictors of LTPA. While Study 2 examined LTPA during pregnancy, Study 3 focused on the postnatal period. The first objective was to identify postnatal women's perceived LTPA barriers and outcome expectations. In general, the barriers reported were consistent with barriers experienced by both asymptomatic and symptomatic populations as well as previous research examining barriers to exercise among postnatal women. The results of the open-ended outcome expectation elicitation generated a large number of physical, psychological and social outcome expectations. Approximately 90% of all outcome expectations listed under each category were classified into four groups. The second objective of Study 3 was to examine if outcome expectation likelihood, exercise self-efficacy and barrier self-efficacy were associated with LTPA. In support of our hypothesis, and consistent with social cognitive theory, self-efficacy was significantly associated with LTPA. For many women engaging in regular LTPA during pregnancy and following the birth of a child is a challenge. The average growth curve results from Study 1 are promising; however the random effects analyses was significant indicating substantial individual variability about the average growth curve. Study 2 and Study 3 identified a number of salient barriers to LTPA which may hinder the initiation and maintenance of regular LTPA. Study 3 also identified salient outcome expectations that may severe a motivational factors to engage in LTPA. The results suggest that self-efficacy represents an important social cognition is linked to higher levels of LTPA in the postnatal period. In conclusion, barrier and exercise self-efficacy may be important targets for intervention efforts to promote LTPA during pregnancy. / Thesis / Doctor of Philosophy (PhD)

Denna kvalitativa studie undersöker, utifrån ett fenomenografiskt perspektiv, fritidshemspedagogers uppfattningar av utvecklingssamtal. Studien undersöker de variationer som finns bland pedagogernas uppfattningar av meningsfullheten de tillskriver sitt deltagande. Verksamma pedagoger på fritidshem i Storstockholm intervjuades och det insamlade materialet kategoriserades och analyserades enligt den fenomenografiska analysmetoden. Resultatet visade att pedagogerna såg sitt deltagande i utvecklingssamtalet som meningsfullt framförallt för att få ge sin bild av elevers sociala utveckling. Detta beskrevs genomgående som fritidshemmets viktigaste uppdrag. Variationer framkom vid flertalet kategorier. Samverkan och samarbetet, eller frånvaro därav, med klassläraren i anslutning till utvecklingssamtalet lyftes även fram som viktigt för upplevelsen av meningsfullhet. I studien framträdde tydligt betydelsen av professionell legitimitet. Fenomenet utvecklingssamtal sågs i sin helhet som något viktigt och en arena där fritidshemspedagoger kan belysa vikten av sitt uppdrag och tilldelas en tydlig och betydelsefull roll i skolans organisation. / The aim of this qualitative study is to examine, from a phenomeographic perspective, the perception of leisure-time centre pedagogues in regards to participation in the parent-teacher appraisal meeting. The study examines variations among this perception based on the sense of purpose expressed by the pedagogues. Pedagogues working in the Stockholm region were interviewed, the data later categorized and analyzed in accordance with the methods of phenomenography. Results showed that the pedagogues viewed their participation as important primarily for the chance to present their appraisal of pupils´ social development. This was described in unison as the most important task of the leisure-time centre for school-children. Variations appeared in multiple descriptive categories. Collaboration, or the lack thereof, with the classroom-teacher at the time of the appraisal meeting was also seen as an important factor to render purpose. The study clearly showed the importance of professional legitimacy. The phenomenon parent-teacher appraisal meeting as a whole was seen as an important field for leisure-time pedagogues to present the importance of their work, one in which they can possess a clear and purposeful role in school organization.

The diploma thesis focuses on the historical development of leisure activities in the North Bohemian town of Varnsdorf. It particularly deals with the period from 1945 to 1989 in great detail. The text also contains a chapter describing general free time issues and a brief chapter devoted to the development of leisure activities in Varnsdorf until 1945. It mentions Mr. Josef Mašín as an important local personam who remarkably influenced leisure activities in the town. Keywords: leisure time pedagogy, historical development, leisure time activities, Varnsdorf, Josef Mašín

The purpose of this study is to gain an insight into what the most common conflicts are between pupils in the leisure-time center according to leisure-time teachers, how the leisuretime teachers handle these and how the leisure-time teachers prevent conflicts. The previous research done in our study is based on previous thesis and research on conflicts and conflict management. The theoretical perspectives of the study are based on Johan Galtung's ABC model, Cohen's conflict pyramid and Arne Maltén's conflict strategies. The empirical evidence was collected through a qualitative method with interviews of four leisure time educators and an assistant principal. In addition, two observations were made on two different occasions in a school located in the Stockholm area. We analyzed our empirical evidence with help of Andrzej Szklarski's four categories for various reasons for the emergence of conflicts, Johan Galtung's ABC model, Cohen's conflict pyramid and Arne Maltén's conflict strategies. In our study we have found that the reason why conflicts arise between pupils can, for example, be due to a lack of occupation among pupils, envy in friends' relationships but also in disagreement on game and play rules. Another reason may be verbal comments where students disturb the play of other students but also conflicts that occur through social media where the students take the conflicts from home when they come to school. Based on interviews and observation we have seen that the leisure-time teachers usually handle conflicts by letting the ones involved in the conflict tell their experience of the conflict situation without being interrupted to then resolve the conflict together. It also emerged in our empirical evidence report that in conflict situations where the parties do not find a solution to a conflict it is possible that the leisure-time teachers may make a decision, especially if the conflicts have been going on for a long time between the parties. Good leadership and competent, present and educated staff are of great importance in order to prevent conflicts in the leisure-time center.

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.

Diploma thesis deal with incorporated of ethic dimensions into acitivities in leisure time of children and youth. The first chapter targets delimination of the basic notions from the area of leisure time and ethics. The next chapter deal with value orientation children and youth. The third chapter attend to ethic dimension acitivities in leisure time first in the continuity with experience and ethic education in leisure time. The last chapter deal with owing to medial activities to children and youth, consumption orientation, synthesis influence of educational aspects and synthesis ethic values and their signification for individuality development children and youth.