The purpose of this study is to investigate and create an understanding of what the educator in the leisure-time center sees as motivating drivers in the workplace. In recent years there has been a large shortage of educators with formal education in and there are major shortcomings in the conditions of the profession. We therefore want to find out what motivates the educator and what factors influence the motivation. To find out, we conducted a quantitative survey study where we turned to working educators in the leisure-time centers. Based on the survey responses, a qualitative in-depth interview study was conducted on the target group of four teachers in leisure-time centers. The data was analyzed on the basis of the social psychological motivation theory, self-determination theory (SDT), which assumes that each individual’s internal motivation is based on three basic needs; the need for autonomy, the need for competence and the need for cohesion. The result shows that the social factors in the workplace were of great importance for motivation. The relationship with children and colleagues could be linked to appreciation, confirmation of a job well done and the feeling of being important. We could also see that the degree of education was important for motivation as the educational assignment was perceived as more motivating for the professions with a college degree. In contrary to previous research, it was also found that the educator was not motivated to any great extent by the salary. / Syftet med denna studie är att undersöka och skapa förståelse för vad pedagogen i fritidshemmet ser som motiverande drivkrafter på arbetsplatsen. Detta då det under de senaste åren har rått stor brist på utbildade pedagoger inom fritidshemmet och då det lyfts fram stora brister inom yrkets förutsättningar. Vi vill därför ta reda på vad som motiverar pedagogen samt vilka faktorer som påverkar motivationen. För att ta reda på detta genomförde vi en kvantitativ enkätstudie där vi vände oss till yrkesaktiva pedagoger inom fritidshemmet. Utifrån enkätsvaren genomfördes en kvalitativ fördjupad intervjustudie på målgruppen lärare i fritidshem med fyra informanter. Resultatet analyserades utifrån den socialpsykologiska motivationsteorin Self-determination theory (SDT) som utgår ifrån att människans inre motivation baseras på tre grundbehov; autonomi-, kompetens- och samhörighetsbehovet. Resultatet visade att de sociala faktorerna på arbetsplatsen var av stor betydelse för motivationen. Relationen till barn och kollegor kunde kopplas till uppskattning, bekräftelse på ett väl genomfört arbete samt känslan av att vara betydelsefull. Vi kunde också se att utbildningsgraden har betydelse för motivationen då det pedagogiska uppdraget uppfattades mer motiverande för yrkesgrupperna med högskoleexamen. I motsättning till den tidigare forskningen visade det sig också att pedagogen inte motiveras i någon hög grad av lönen.

The pedagogics of the leisure time center where the signifiers are the group, the experience and the situation, all these would make possibilities for the leisure time teachers to work with mathematics in an untraditional way, to complement the formal mathematics with an informal, everyday mathematics. This way to educate goes together with what the science depicts is missing in the traditional way of educating. The students need to work more with problem solving, creative, colloquial and practical with mathematics, preferably in interaction together. The purpose of the study is to try to get to know how the leisure time center operates to enable the development in mathematics of the students. Which are the activities the leisure time center offers where the students mathematical competence increases through encouragement and challenges. To get material for my analysis I have chosen two methods, observations and interviews, to get a broad and immerse comprehension of the scope of the survey. I have proceeded from the mathematician Alan Bishop and his theories about the six universal mathematical activities. I have also chosen to link my observations and the interviews to the social constructivism, i.e. that the human active construct knowledge in interaction together with others. The result of the survey is that the teachers has a good theoretical competence when it comes to informal mathematics. The presented activities are mostly sport and playing, and the equipment that is offered has to do with sport. These activities are according to Bishop mathematical activities themselves, but to encourage and challenge the students in their mathematical development, it requires mental presence, dedication and curious teachers.

The physical environment is in our vicinity and our everyday lives. We have daily contact with the physical environment, not least with the physical indoor environment. The school is a place where the physical indoor environment is important for both students and staff in their everyday lives. The purpose of our study is to get an idea of how students' motivation to participate in teaching at leisure-time centers is affected by the physical indoor environment, by comparing two leisure-time centers with each other. One leisure-time center with premises intended for leisure-time center and one leisure-time center that shares premises with the school classrooms. We compare the similarities and differences in leisure-time centers regarding the students' perception and integration with the physical indoor environment and what in the environment that motivates the students to participate in the teaching. This study is conducted with the help of observations at the leisure-time centers and web surveys and to help analyze our collected material, we use an environmental psychological perspective; environmental psychology refers to humans and the environment and looks at their impact on each other. We also use Reeves' eight aspects to see motivation linked to behaviors, to study the motivation of students at the time of observation. The results show that there are more similarities than differences between the leisure-time centers. The conclusion is that the students in the general way of both leisuretime centers have a positive attitude towards the premises of the leisure-time centers. They also show a high level of motivation and that the physical indoor environment affects motivation.

2015 skrev FN:s medlemsländer under en övergripande vision om att nå en hållbar utveckling med delmålet att lösa klimatkrisen. IPCC (SMHI 2023) rapport visar att problemen är allvarliga, det är bråttom när det kommer till människans påverkan på klimatförändringarna. Skolan behöver undervisa på olika sätt för att öka elevers medvetenhet och kritiska tänkande om klimatförändringar. Syftet med studien var att ta reda på hur pedagoger och lärare i fritidshem anser att de arbetar med undervisning om klimatförändringar och vad de anser att de behöver kunskapsmässigt. Vi använde oss av transformativ teori för att synliggöra villkor och begränsningar som samhällsförändringar möter när det gäller området hållbar utveckling (Boström et al. 2018). Vi har utgått från Boström et al. (2018) dimensioner, institutionella strukturer, sociala praktiker och konfliktperspektiv i analysen. Vi gjorde digitala kvalitativa intervjuer med pedagoger och lärare på olika fritidshem. Vi såg att det skiljer sig i hur man arbetar med klimatförändringar. Alla ansåg att fritidshemmet har en viktig roll i att undervisa elever om klimatförändringar och att ett transformativt lärande gynnas av fritidspedagogiskt arbetssätt i det vardagliga. Man efterfrågar fortbildning och det finns även en orosdimension att undervisa om klimatförändringar enligt lärare och pedagoger. / In 2015, the UN member states signed an overall vision of achieving sustainable development with the sub-goal of solving the climate crisis. The IPCC (SMHI 2023) report shows that the problems are serious, it is urgent when it comes to human impact on climate change. Schools need to teach in different ways to increase students' awareness and critical thinking about climate change. The purpose of the study was to find out how educators and teachers in leisure-time centers works with teaching about climate change and what they need in terms of knowledge. We used transformative theory to visualize conditions and limitations that societal changes face in the field of sustainable development (Boström et al. 2018). We have based on Boström et al. (2018) dimensions institutional structures, social practices and conflict perspectives in our analysis. We conducted digital qualitative interviews with educators and teachers at various leisure-time centers. We saw that it differs in how to work with climate change. Everyone felt that the leisure-time centers has an important role in teaching students about climate change and that transformative learning benefits from leisure pedagogy in everyday life. There is a demand for further education and there is also a worrying dimension to teaching about climate change, according to teachers and educators.

Fritidshemmet har enligt tidigare forskning befunnit sig i ett spänningsfält mellan socialpedagogiska och utbildningspedagogiska värden sedan integreringen med skolan på 1990-talet. Mot den bakgrunden är syftet med studien att belysa bilden av fritidshemmets verksamhet som framträder i personalens tal. Frågeställningen som besvaras är: Vilka ideal konstrueras i fritidspersonalens tal om planering av fritidshemmets verksamhet? Studien tar sin teoretiska utgångspunkt i socialkonstruktionismen och dess syn på hur kunskap och sanningar skapas med hjälp av språket. Det empiriska materialet i form av transkriberade intervjuer med fritidspedagoger och observationer av planeringsmöten med fritidspersonal analyseras med en diskursanalys påverkad av Foucaults teorier. Fyra övergripande ideal identifieras i studien: lärandeidealet, trygghetsidealet, lustidealet och samsynsidealet. Sammantaget visar de identifierade idealen/resultatet på att den bild av fritidshemmets verksamhet som framträder har inneburit en anpassning till det eftersträvade lärandet men att det fortfarande kan sägas befinna sig i spänningsfältet mellan socialpedagogiska och utbildningspedagogiska värden. / According to previous research, the leisure-time center has been in a field of tension between social-pedagogical and educational-pedagogical values since its integration with the school in the 1990s. Against this background, the purpose of the study is to shed light on the image of the leisure-time center that emerges in the staff's language. The question that is answered is: What ideals are constructed in the staff's language about planning the leisure-time center's activities? The study takes its theoretical starting point in social constructionism and its view of how knowledge and truths are created through language. The empirical material consisting of transcribed interviews with teachers in leisure-time center and observations of planning meetings with leisure staff is analyzed using a discourse analysis influenced by Foucault's theories. Four overarching ideals are identified in the study: the learning ideal, the safety ideal, the joy ideal and the consensus ideal. Taken together, the identified ideals/results show that the image of the leisure-time center that emerges has entailed an adaptation to the desired learning, but can still be said to be in the field of tension between social pedagogical and educational pedagogical values. / <p>Bedömande lärare: Charlotte Tullgren</p>

This thesis aims to make a contribution to our current understanding regarding leisure-time pedagogues’ work with children’s relationships. Here focus is placed on the collective action repertoire as expressed by two different groups of leisure-time pedagogues. The research questions addressed are:   How do leisure-time pedagogues work with children’s relationships and how do they view such relationships? What communities do they identify? What qualities in children’s relationships do they regard as desirable?  The theoretical framework of this study is based on Wenger’s (1998) social theory regarding learning in communities of practice, as well as Gergen’s theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues’ work with and talk about children’s relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age.   Final analysis is based on concepts derived from both Wenger’s and Gergen’s theories, for example; action repertoire, relational qualities, communities of practice and shared interests. Results suggest that the communities of practice and the alliances that pedagogues identify are often gender-related and built on common interests. The pedagogues’ action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues’ action repertoire based on normative thinking, where different relational competences are ascribed to children. Some children are described as relationally competent while other children, who do not adapt themselves in a desirable manner, are described as having difficulties adjusting their relational competence. The results also reveal a lack of guidelines for handling the variety of differences in children’s relationships and display the lack of a common professional language for verbalizing children’s relational work.

TITLE: Learning Organization in House of Children and Youth Conditions in Prague (region Prague) AUTHOR: Bc. Ján Rybárik DEPARTMENT: English language department / Centrum of the School Management SUPERVISOR: PhDr. Václav Trojan, Ph.D. ABSTRACT: The thesis deals with the application of the theory of learning organization in terms of school facilities for leisure education - Houses of children and youth in Prague. Author builds on the thesis of 2009 which dealt with the similar theme of the Houses of children and youth and their current conditions in the Czech Republic. The thesis is based on the theoretical principles of learning organizations established especially by Peter M. Senge. The actual status of the learning organization was diagnosed by the questionnaire survey in the following areas: the organization structure (flexibility, information sharing, and teamwork); processes (management and skills knowledge, information technology); culture (leadership, learning support, and feedback - evaluation); stimulation (strategy, personal development, motivation). Author provides an analysis of the data obtained in the questionnaire research (including 117 respondents of Houses of children and youth in Prague). The survey results were consequently compared with the former results of a similar questionnaire...

Syftet med denna studie är att undersöka hur olika fritidshem arbetar med inkludering av elever som är inskrivna i grundsärskolan. I syftet ingår också att undersöka fritidspersonalens uppfattningar om de omständigheter som påverkar arbetet med inkludering samt hur samtliga elever i verksamheten påverkas av det inkluderande arbetssättet. Metoden som använts är kvalitativa intervjuer. Fem fritidspersonal som arbetar på fem olika fritidshem i Stockholms län har intervjuats. Intervjuerna har analyserats med stöd av det sociokulturella perspektivet samt de specialpedagogiska perspektiven: kategoriska- samt relationella perspektiven. I studien framkom att en inkluderad fritidsverksamhet var möjlig om än resurskrävande då många anpassningar behövde göras samt hög personaltäthet krävdes. Många pedagogiska fördelar i den inkluderade fritidsverksamheten framkom: som utveckling i socialt samspel samt att möta olikheter. En central framgångsfaktor för att bedriva den inkluderade verksamheten visade sig vara hur ledningen på skolan organiserade arbetet. Det visade sig att den inkluderade verksamheten bygger på tankar om att alla elever ska känna tillhörighet och gemenskap samt att olikheter ses som en tillgång. / The purpose of this study is to examine how different leisure-time centers work with inclusion of pupils who are enrolled in the compulsory school for pupils with learning disabilities. The study will also examine the perceptions of the circumstances that affect the work with inclusion among the staff at the leisure-time centers. How the pupils are affected by the working methods for inclusion will also be examined. The methodology used in this study is qualitative interviews. Five staff from five different leisure-time centers in Stockholm County, who work in various ways with inclusion of pupils with learning disabilities, have been interviewed. The interviews have been analyzed by using the sociocultural perspective as well as the special educational perspectives; categorical and relational perspectives. The study showed that inclusive leisure-time centers were possible, although resource-demanding since many adaptations needed to be made and high staff density was required. Many educational benefits in the inclusive leisure-time centers emerged; such as development in social interaction and ways to meet differences. A central factor of success for conducting the inclusive leisure-time turned out to be how the management at the schools organized the work. Furthermore, the results showed that the work with inclusion was based on beliefs that all pupils should feel that they belong to the community and that differences should be celebrated.

As a leisure time pedagogue I find it hard to have an insight into what children are playing, and how they play when it comes to free play. My experience is that in some free play, conflicts arise, which reveal hierarchies and power structures containing violations, whereas other occasions of free play suddenly come to an end as the pedagogue interferes. In this essay I investigate my responsibility as a leisure time pedagogue during children´s free play, based on two differing play situations. I also investigate the play as a phenomenon by looking into previous research on children’s play and development psychology. By reflecting on the two play situations I can further understand how to act in a more supportive way during the children´s free play, and how I should relate to the free play I have in my essay found that the free play does not handle itself and that the leisure time pedagogue´s responsibility in the free play is to be present and observe when children are playing. In that way I can get an insight into the world of the children and I can give my support when the game becomes problematic or I can back away when I notice that I have disturb a free play that works well.

The concept of interculturality is complex and its full meaning seems unknown to many schools and leisure time centers. How can teachers at leisure time centers teach students the intercultural approach if they don’t have the knowledge? This essay takes its starting point from our self-experienced intercultural dilemma situations at our leisure time centers. We ask ourselves if we acted interculturally in those situations, and what difficulties we can identify with regards to intercultural teaching.  The purpose with this essay is to reflect on the meaning and difficulties with intercultural teaching, intercultural competence and how interculturality based on our mission and the conditions given teachers in leisure time centers can be understood. We have chosen to write a scientific essay as a method, where the writing helps us reflect over our practical action and the observations we’ve done, seen in relation to scientific theories which we consider relevant to our research. We have understood that the intercultural concept includes more than being attentive to cultures from different countries. It’s an approach to how we treat one another and cultures that are different to our own, and how we can be enriched with new perspectives and how to work against our own and students' stereotypes. We realize that society and the media are spreading these prejudices. This, combined with lack of intercultural competence, are key factors which complicate the intercultural mission. Thus, allowing for the risk that intercultural meetings are tainted with conflicts, rather than being harmonious and open. We have come to believe that teachers in leisure time centers with intercultural competence actually can transfer the intercultural approach to the students by modelling and communicating the values in daily situations. Moreover, we find it important to be aware of the dominant power aspect in intercultural meetings, which can affect relationships and the quality of the conversations.