Barnkonventionen blev lag i Sverige den första januari år 2020. Ett sätt att integrera barnkonvention i fysisk planering är säkerställa alla barns rätt till en god utomhusmiljö. Tidigare forskning visar att tillgång till naturen har flera positiva fördelar, såsom fysisk och psykisk hälsa. Barns möjlighet till detta kan variera beroende på olika bakgrundsförhållanden och ett sätt att jämna ut ojämlikheten är att arbeta med skolgårdens utformning och planering.  Utifrån ovanstående resonemang är syftet för den här kandidatuppsatsen att belysa skolgårdens nutida utformning och utvecklingsmöjligheter baserat på visioner och teorier om barns utemiljöer. För att uppfylla syftet har ett inventeringsprojekt av skolgårdar i samarbete med Karlskoga kommun genomförts våren 2021. Projektet ska utmynna i en nulägesbeskrivning och analys för stödja kommunens planering och prioritering av skolgårdar. Följande frågeställningar har formulerats för att uppfylla uppsatsens syfte: Vilka målsättningar och visioner för skolgården och barns utomhusmiljöer har Karlskoga kommun?  Hur är skolgårdarna i Karlskoga kommun rumsligt utformade i förhållande till visionen?  Studiens resultat har analyserats med hjälp av en teori som utgår från Grahns och Berggren-Bärrings (1995) åtta karaktärer hos parken som är betydelsefulla för människor. Teorin har anpassats och kompletterats med hjälp av andra studier om kvalitéer i barns utemiljöer. Karlskoga har en policy gällande för- och grundskolans skolgårdsmiljöer samt en översiktsplan från år 2011, som med hjälp av en dokumentanalys undersökts utifrån teorin. Teorin har med stöd av dokumentanalysen utvecklats till ett observationsschema för att möjliggöra för en inventering och analys av skolgårdarna i Karlskoga kommun. Resultatet har även analyserats med hjälp av kulturgeografiska och rumsliga perspektiv samt barns geografier för att få en djupare förståelse om skolgården som plats. Slutsatsen baserad på resultatsanalysen visar att de undersökta skolgårdarna till stor del lever upp till Karlskogas vision om barns utemiljöer. Den naturrika miljön är en genomgående utgångspunkt i analysen av empirin och förespråkas både av tidigare studier samt kommunens styrdokument. Den naturrika miljön har en så kallad polymorf egenskap som innebär att den kan ha olika användningsområden och egenskaper. Exempel på dessa egenskaper är återhämtning, kultur och artrikhet, lekvärde samt möjlighet för barn att forma sin egen plats. Däremot finns det en paradox när det gäller tillgänglighet och trygghet. Den naturrika miljön kan ge upphov till tillgänglighet då den har flera användningsområden, men kan också  hindra elever med fysisk funktionsnedsättning samt undanskymma konflikter. Därför är utformningen av den naturrika miljön betydande för att skapa en tillgänglig utomhusmiljö. De skolgårdar som bedömdes uppfylla flest kriterier enligt observationsschemat var de som hade god tillgång till vegetation och skogsliknande miljöer. / The UN Convention on the Rights of the Child became law in Sweden on the first of January in 2020. One way to integrate the Convention on the Rights of the Child into physical planning is to ensure that all children have the right to a good outdoor environment. Previous research shows that access to nature has several positive benefits, such as physical and mental health. Children's possibility to this can vary depending on different background conditions and a way to approach and even out the inequality is to work with the schoolyard's design and planning. Based on the above reasoning, the purpose of this bachelor thesis is to shed light on the schoolyard's current design and development opportunities based on visions and theories about children's outdoor environments. To fulfill the purpose, an inventory project of schoolyards in collaboration with Karlskoga municipality took place in the spring of 2021. The project will result in a current situation description and analysis to support the municipality's planning and prioritization of schoolyards. The following questions have been formulated to fulfill the purpose of the essay: What goals and visions for the schoolyard and children's outdoor environments does Karlskoga municipality have? How are the schoolyards in Karlskoga municipality spatially designed in relation to the vision? The results of the study have been analyzed with the help of a theory based on Grahn's and Berggren-Bärring's (1995) eight characteristics of the park that are important to humans. The theory has been adapted and supplemented with the help of other studies regarding qualities in children's outdoor environments. Karlskoga municipality has a policy regarding schoolyards environments as well as their long-term planning document regarding guidance on how water, land and built environment is going to be used, developed and preserved from 2011, which with the help of a document analysis was examined based on the thesis theory. With the support of the document analysis, the theory has been developed into an observation scheme to enable an inventory and analysis of the schoolyards in Karlskoga municipality. The results have also been analyzed with the help of spatial perspectives as well as children's geographies to gain a deeper understanding of the schoolyard as a place. The conclusion based on the results analysis shows that the surveyed schoolyards overall live up to Karlskoga's vision of children's outdoor environments. The natural environment is a consistent starting point in the analysis of the empirical data and is advocated both by previous studies and the municipality's governing documents. The natural environment has a so-called polymorphic quality, which means that it can have different uses and properties. Examples of these characteristics are recovery, culture, species richness, play value and the opportunity for children to shape their own place. However, there is a paradox when it comes to accessibility and safety. The natural environment can give rise to accessibility as it has several uses, but can also prevent students with physical disabilities and obscure conflicts. Therefore, the design of the natural environment is significant for creating an accessible outdoor environment. The schoolyards that were considered to meet the most criteria according to the observation schedule, were those that had good access to vegetation and forest-like environments.

No description available.

This qualitative study explores the perspective and practice of educators in after-school care through a child centered approach regarding the playground environment, rules, and resources aimed at promoting children's participation and well-being. Semi-structured interviews were conducted with educators in after-school care settings to investigate their perceptions and approaches. Educators strive to create an inclusive and meaningful playground environment by implementing clear and understandable rules. These rules aim not only to organize children's activities but also to break down gender norms and promote current societal issues. Educators are flexible and willing to adapt rules according to children's needs and interests to enhance their participation and autonomy. Regarding resources and play materials, educators aim to keep children active and engaged by providing a varied and stimulating environment. By allowing children to co-create their own play environment, their creativity and imagination are fostered. The study highlights the crucial role of educators in after-school care in creating an inclusive and meaningful playground environment for children. By implementing clear rules and providing appropriate resources, they aim to promote children's well-being and development effectively. By working with a child centered approach and being responsive to children's needs and interests, educators can create a positive and supportive environment where all children are given the opportunity to grow and thrive.

<p>This report is written on commission by WSP Acoustics. The report studies the outdoor sound levels on school yards in Stockholm. The questions given by the company to be answered was what are the actual sound levels at diffrent school yards with low traffic noise and how can you construct a facade element that reduces the sound level from the outside and meet the indoor requirements. Mesurements for four hours was done at eight schools set north and south of the city centre. The measurement period included one school break and one lunch break. The results of the measurements were that the equivalent and maximum sound level had small variations between the schools with some exceptions.The equivalent sound level was Leq 58-62 dB(A) and this shows a small variation. The school with the highest equivalent sound level of 67 dB was Maria skolan. This high level can be explained by more children on the school yard together at the same time etc. The maximum sound level was 85-89 dB(A), this if the level for Sofia skolan 82 dB was ignored. The level 85-89 dB(A) also shows a small variation. Calculations of the sound reduction index (R'w) for facade elements were also carried out for all the schools. The resulting sound reduction index for the whole facade was 34-41 dB. After assuming a 200 mm thick concrete facade for Sjöstadsskolan another calculation of building elements gives that the window have to reduce R'w 32 dB to meet the indoor requirements. In the future WSP Acoustics will use this report to choose building elements such as windows when building or rebuilding schools. It can also be used if any of the eight schools in this report needs a window changed to improve the acoustics.</p>

This report is written on commission by WSP Acoustics. The report studies the outdoor sound levels on school yards in Stockholm. The questions given by the company to be answered was what are the actual sound levels at diffrent school yards with low traffic noise and how can you construct a facade element that reduces the sound level from the outside and meet the indoor requirements. Mesurements for four hours was done at eight schools set north and south of the city centre. The measurement period included one school break and one lunch break. The results of the measurements were that the equivalent and maximum sound level had small variations between the schools with some exceptions.The equivalent sound level was Leq 58-62 dB(A) and this shows a small variation. The school with the highest equivalent sound level of 67 dB was Maria skolan. This high level can be explained by more children on the school yard together at the same time etc. The maximum sound level was 85-89 dB(A), this if the level for Sofia skolan 82 dB was ignored. The level 85-89 dB(A) also shows a small variation. Calculations of the sound reduction index (R'w) for facade elements were also carried out for all the schools. The resulting sound reduction index for the whole facade was 34-41 dB. After assuming a 200 mm thick concrete facade for Sjöstadsskolan another calculation of building elements gives that the window have to reduce R'w 32 dB to meet the indoor requirements. In the future WSP Acoustics will use this report to choose building elements such as windows when building or rebuilding schools. It can also be used if any of the eight schools in this report needs a window changed to improve the acoustics.

This study has focused on the schoolyard and how the social interaction between children plays out in the schoolyard-play from a socio-economic perspective. The reason for this is to highlight some major differences in children's social skills depending on where they go to school. We have reported on relevant previous research that shows that play that takes place in the schoolyard are an incredibly important part of children's lives but also in their development of social skills. Our analysis has been linked to key concepts in sociological and sociocultural theory. For the purpose of the study, it has utilized qualitative method in the form of observation at two different schools in southern Stockholm but at two different municipalities. The result shows that there is quite a difference in the social interaction between children in the schoolyard, depending on how the schoolyard looks and what kind of plays it offers. Based on the socio-economic status of the schools, we were able to conclude that an attractive schoolyard offers more opportunities for children to develop their social skills. The overall conclusion from the study is that children who attend school where the socioeconomic status is high have an easier time for the social interaction between the children. While in a school where the status is lower, it appears that the conditions for social interaction do not develop in the same way. The conclusion we have reached is that students' social skills do not develop in the same way because of the socio-economic background. / Denna studie fokuserar på skolgården och hur det sociala samspelet mellan barn utspelar sig i leken utifrån ett socioekonomiskt perspektiv, för att kunna undersöka hur barns sociala kompetenser villkoras det av var de går i skola. Vi har redogjort för relevant tidigare forskning som visar att lekar som utspelar sig på skolgården är en otroligt viktig del i barnens liv men också i deras utveckling av sociala kompetenser. Vår analys har kopplats till centrala begrepp inom sociologisk och sociokulturell teori. Studien utgår från en kvalitativ metod i form av observation på två olika skolor i två av Stockholms södra kommuner. Resultatet visar att det skiljer sig ganska mycket i det sociala samspelet mellan barn på skolgården beroende på hur skolgården ser ut samt vad den erbjuder för lekar. Utifrån skolornas socioekonomiska status kunde vi dra en slutsats om att en attraktiv skolgård erbjuder fler möjligheter för barn att utveckla sina sociala kompetenser. Den övergripande slutsatsen från studien är att det sociala samspelet mellan eleverna är lättare att åstadkomma i en skola där den socioekonomiska statusen är hög. På en skola där statusen är lägre visar det sig att förutsättningarna för det sociala samspelet inte utvecklas på samma sätt. Den slutsats vi kommit fram till är att elevers sociala kompetens inte utvecklas på samma sätt just på grund av den socioekonomiska bakgrunden.

I detta examensarbete har ett produktkoncept tagits fram som erbjuder aktiviteter för en allt mer stillasittande grupp i samhället, nämligen mellan- och högstadieelever. Dagens bristande utbud av sysselsättning på rasterna och fritids bidrar till ökade nivåer av fysisk inaktivitet, vilket i sin tur leder till försämrad fysisk och psykisk hälsa. Grundad på utforskning av elevernas behov, krav och intressen skapar konceptet Pulsen en mer aktiv och hållbar skolmiljö för alla.