Who is integrating school-holiday home? It is for the teachers, recreational pedagogue or the students? How do the students think and act to keep the different activities apart? My purpose was to study how children sort the day between school and recreational home interactions. The issues were: How do they distinguish between the different activities during the day?  See the students their stay after school program as part of the school day? Who decides whether you have to go to school, and whether you have to go to after school program? And do you really have to? I have interviewed six students at an elementary school, based from a phenomenographic perspective, I've used myself of issues that students have been able to respond from a school perspective and after-school perspective. My interview questions have been comparative in nature, where the same question have given different answers depending on whether the question focused on school or the afterschool program. Do you have to go to school/afterschool program? When are you at school/afterschool program? How do you know that you are in school or afterschool program? I have analyzed the interviews, from a child's perspective.  My results show that children can make a difference when they are at school and when they are in the afterschool program. The majority of the six students who I interviewed divide their day between work and play. They related work during the lessons and play to the afterschool program. Some of the interviewed students also made a distinction between the offices, subjects, friends and staff categories. I can also see a tendency for differences in the response that can be related to how old they are, and in what grade they are in.

Barn vistas i dagens urbana samhälle allt mindre utomhus trots detta är utomhuspedagogiken en viktig del i förskolans vardag. Tidigare forskning påvisar att utomhusvistelse utgör positiva effekter på barns utveckling och lärande samt hälsa och välbefinnande, trots att det även förekommer faktorer som begränsar till utomhusvistelse. Därför blev syftet med denna studie att undersöka hur förskollärare och barnskötare uppfattar utomhuspedagogik och dess påverkan på barns utveckling och lärande samt hälsa. Detta gjordes genom en kvalitativ undersökning med semistruktuerade intevjuer med fokus på fyra förskollärare och två barnskötares uppfattning om utomhuspedagogik. I anaysarbetet framkom två centrala teman som anses vara viktig för studien. Tema 1: Utveckling, lärande, hälsa och välbefinnande och tema 2: Pedagogen/förskolans ansvar. Dessa två centrala teman delades upp i underrubriker som presenteras i resultatet. Slutsatsen är att utomuhuspedagogikens påverkan på barns utveckling och lärande samt hälsa uppfattas positivt av förskollärare och barnskötare.

In January 2020, the UN Convention on the Rights of the Child became Swedish law, whichled to a number of questions about whether the children's rights are affected within socialservices. The purpose of the study was to create an understanding of how social workersconsider the child's perspective in the handling of matters relating to financial assistance. Weused a qualitative method choice, where we collected empirical evidence with the help of sixinterviews with social workers in four different municipalities. An analysis was made using thetheoretical concept of discretion. The result showed that children in financial assistance werepaid attention to through their guardians and the child's perspective was presented only in urgentsituations, for example eviction prevention work. The results also showed that the socialworker's discretion is limited by the company's laws, rules and guidelines. On the other hand,the child's perspective is mentioned in the municipality's guidelines, but in an unclear way. Theconclusion of this study raised further questions about how children's participation and how achild's perspective can be integrated into the practical work within financial assistance. / Januari 2020 blev FN:s barnkonvention svensk lag, vilket föranledde ett antal frågor kringhuruvida barnets rättigheter påverkas inom socialtjänsten. Syftet med studien var att skapa enförståelse om hur socialsekreterare beaktar barnperspektivet i handläggningen av ärenden somrör ekonomiskt bistånd. Vi använde oss utav en kvalitativ metod där samlade vi in empiri medhjälp av sex intervjuer med socialsekreterare i fyra olika kommuner. En analys gjordes medhjälp av det teoretiska begreppet handlingsutrymme. Resultatet visade att barn inomekonomiskt bistånd uppmärksammades genom sina vårdnadshavare och barnperspektivetframfördes endast vid akuta situationer, exempelvis vräkningsförebyggande arbete. Resultatetvisade också att socialsekreterares handlingsutrymme är begränsad av verksamhets lagar, regleroch riktlinjer. Däremot omnämns barnperspektivet i kommunens riktlinjer men på ett otydligtsätt. Slutsatsen av denna studie väckte ytterligare fråga kring hur barns delaktighet och hur ettbarnperspektiv kan integreras i det praktiska arbetet inom ekonomiskt bistånd.

This research is a qualitative exploration of the impacts of Loyola Marymount’s Summer Arts Workshop from the perspective of the youth participant’s teachers and caregivers. The intention of this research was to compare findings in the literature of similar youth arts programs to LMU’s through examination of a previously unexplored perspective. Data was collected through an arts based focus group as well as paper-pencil questionnaires including both Likert scale and open ended questions. Themes emerged through thorough analysis of all data collected and presented both themes of specific program impacts and opportunities for future program improvements. The findings of this research further illuminate established assertions found within the literature of prosocial impacts produced within youth participation in community arts programs. Additionally upon expansion of emergent themes, the researcher established the findings of LMU’s Summer Arts Program to positively impact adolescents and identity development, generate gains in social capital and produce positive community impacts through art making.

”Fem tysta minuter” är en vetenskaplig essä som handlar om olika metoder för att skapa ordning under måltider i skolan. Framförallt undersöker den mellanmålet som är en vardaglig del av det fritidshemspedagogiska uppdraget. Uppsatsen grundar sig i två olika berättelser som gemensamt gestaltar en mellanmålssituation där handlingsalternativen varit svårbedömda för oss och där det inte tycks finnas en tydlig riktning som gagnar samtliga inblandade. Vi har undersökt huruvida ”fem tysta minuter” är en bra metod för att skapa en pedagogisk och harmonisk måltid. I berättelserna ställs vi bägge inför en situation där vår erfarenhet och intuition säger att ett annat handlande vore att föredra dock blir vi bakbundna av kollegial regelstyrning. Utifrån detta har vi reflekterat kring hur man som professionell pedagog med fördel kan agera när ens inre didaktik kolliderar med arbetsgruppen. Vi utgår också ifrån ett barnperspektiv där dilemmat blir att barn med behov av lägre ljudmiljö och barn som ständigt misslyckas att bibehålla tystnad under måltiden ska tillgodoses. Vi har utgått ifrån ett barn- och vuxenperspektiv i förhållande till konsekvenserna av ett demokratiskt samt auktoritärt ledarskap. Vi har konstaterat att de verktyg och förutsättningar vi som enskilda professionella pedagoger innehar inte är tillräckligt för att skapa den pedagogiska arenan under måltid som rekommenderas genom bland annat Livsmedelsverket och Skolverket. Det krävs en bredare pedagogisk diskussion kring måltiderna inom skolan. / “Fem tysta minuter” (five minutes of silence) is a scientific essay about methods to create order during mealtimes in school. The essay mainly focuses on the afternoon snacks that are an every day part of the “fritidshem” (after-school centre) work. The essay is based on two different stories that combined presents mealtime situations where the pedagogical choices have been hard to make and were there are no clear options that would benefit all the participants. We have researched whether ”fem tysta minuter” is a good method to achieve a pedagogical and harmonic mealtime. In the presented stories we are both faced with a situation where our experience and intuition tells us another choice of action would be preferred but we are restricted by the rules of the collegium. From this, we have reflected on how one as a professional educator can act when your inner didactics collides with the working group. We also view this from a child perspective where the dilemma is that both children with the need for a calmer and more quiet environment and children who can't stay quiet and constantly fails to do so must be satisfied. Our approach has been to consider a child and adult perspective in relation to the consequences of a democratic and an authoritative leadership. We have reached the conclusion that the tools and conditions we as lone professional pedagogues have, are not enough to create the pedagogical arena during mealtime that are recommended for instance by the Swedish food agency and the Swedish National Agency for Education. A broader pedagogical discussion concerning mealtimes in school(s) is needed.

The purpose of the study was to understand which perspective is reflected in the Swedish alcohol legislation. The study's research questions was how the children's perspective is set against the perspective of the adult world, as well as how children's perspectives are taken into account in these documents. The empirical material consists of the alcohol law investigation (SOU 2009:22), the alcohol law (SFS 2010:1622), the alcohol ordinance (SFS 2010:1636) and How Swedish legislation and practice comply with the rights in the Convention on the Rights of the child – a survey (Ministry of Social Affair ́s 2011:37). The study's theoretical starting point was social constructionism. Critical discourse analysis was used as theory and method. The terms age power system and childism were used to explain the parts of the discourse that is not of a linguistic nature. The study showed that the order of power between children and adults results in a restriction of children's right to have a say in Swedish alcohol legislation. These results are important as they show that children's right to be heard is not met and that children are discriminated on the basis of age in Swedish alcohol legislation, which has consequences for how alcohol legislation meets children's right to the best possible health.