The purpose of this study is to examine guardians' expectations of the leisure-time centers and how familiar they are with the curriculum and the after-school activities. We have used a quantitative method in the form of a questionnaire that we sent out to 2 schools. We analyzed the results with the help of Developmental Ecology, Gender Perspective, and Bourdieu's sociocultural perspective. We concluded that women are much more involved in children's schooling than men. If we look at the answers based on the gender of the respondents, we can also observe a continued strong tendency in society to place women in the social and men in the technical. We, therefore, recommend expanding the norm-critical work. It also turns out that almost half of the guardians are not aware of the curriculum chapters that concern the leisure-time center. In our opinion, the leisure-time centers need to be significantly better at communicating with the home. According to the guardians' ranking of the central content of the curriculum, the after-school center is primarily seen as an arena for development based on the children's own initiative and for social upbringing. The younger the guardians are, the more there is a shift towards preferring the former. We interpret this as a sign of society's trend to place higher demands on the individual. In accordance with previous research, adult-led activities are more often requested than free play, however, our results do not show the same significance. However, we can observe that younger guardians have higher expectations of the staff's participation than the older ones, which may be due to their own experiences in the leisure-time center.

Syftet med studien är att bidra med kunskap om vårdnadshavarnas perspektiv på förskolans roll för barns möjligheter till utveckling. Utifrån syftet är det två forskningsfrågor som är centrala i studien: Vilka värden framkommer i vårdnadshavarnas uttryckta förväntningar om vad förskolan ska bidra till i barns utveckling? Samt vilka förväntningar har vårdnadshavarna på hur förskolan ska bidra till barns utveckling? Som övergripande teoretiskt perspektiv används socialkonstruktionismen. Studiens resultat har analyserats med hjälp av en modifierad modell som utgår från Anette Emilsons modell ”Kommunicerande värden” samt tidigare forskning. I studien används en kvalitativ metod där data samlats in genom semistrukturerade intervjuer med 13 vårdnadshavare som har minst ett barn på förskolan. Resultatet visar olika förväntningar om vad förskolan förväntas bidra till att barn utvecklar med fokus på omsorgsetiska, demokratiska, disciplinerande och kunskapande värden. Resultatet lyfter även fram hur förskolan förväntas bidra till att barns utveckling sker utifrån vårdnadshavarnas perspektiv där vårdnadshavarna förväntar sig en individanpassad verksamhet. / The purpose of this study is to contribute knowledge about the guardians' perspective on the preschool's role for children's opportunities for development. Based on the purpose, there are two research questions that are central to the study: What values ​​emerge in the guardians' expressed expectations about what the preschool should contribute to in children's development? And what expectations do the guardians have of how the preschool should contribute to children's development? Social constructionism is used as an overall theoretical perspective. The results of the study has been analyzed using a modified model based on Anette Emilson's model "Communicating values" and previous research. The study uses a qualitative method where data was collected through semi-structured interviews with 13 guardians who has at least one child in preschool. The results show different expectations about what preschool is expected to contribute to in children's developing with a focus on caring ethical, democratic, disciplining and knowledgeable values. The results also highlight how preschool is expected to contribute to children's development taking place from the guardians' perspective, where the guardians expect an individualized operation.