When a child for some reason can’t live with their parents it is up to the welfare system to provide a home and care for that child. In Sweden long-term foster care placements are the most common state interventions for those children. Recent studies have shown that as much as one out of four foster care placements break down in the child’s adolescent years. To experience one or a series of tough separations from important elders has shown to have negative effects on the development of the child. This does not align with the welfare systems’  responsibility to always act in favor of the child. Always acting in favor of the Child is at the core of the Convention on the rights of the Child. In the following qualitative content analysis five state documents (three from the National Board of Health and Welfare, one from The Ombudsman for Children and one governmental investigation document) have been examined. The aim of the analysis is to examine how the documents portray placement breakdowns in foster care and how much they focus on the child rights perspective in their portrayals. Previous research and two theories regarding children are used as the theoretical framework to help analyze the essay results. The two theories are Bronfenbrenner's ecological system theory of child development and the theory of childhood sociology with emphasis on children as actors. This essay comes to the conclusion that the state documents are well informed of the complex nature of placement breakdowns and the dissonance between the problem of breakdowns and the child’s right perspective. The documents also contain a number of interventions that in theory could reduce the number of breakdowns. What is revealed is that the process of acknowledging the problem, finding a solution and implementing it in the social care practice takes a lot of time and is a slow process. The discussion includes that further research of what can be done on a municipal level would be of use.

Studiens syfte är att studera lärare i fritidshems undervisningshandlingar för att förstå deras undervisningskunskap. I analysen av lärare i fritidshems undervisningshandlingar studeras hur undervisningssituationer kan initieras och hur lärare transformerar ämneskunskap, pedagogisk kunskap och kontextuell kunskap till undervisningshandlingar. Genom analysen av undervisningshandlingarna kan undervisningskunskap förstås. För att kunna identifiera lärare i fritidshems undervisningshandlingar används det teoretiska ramverket och analysverktyget Pedagogical Content Knowledge i studien (Shulman, 1986; 1987). När lärare i fritidshems handlingar innehåller kunskapskategorierna ämneskunskap, pedagogisk kunskap och kontextuell kunskap, analyseras de som undervisningshandlingar. Analysen av undervisningshandlingarna visar lärares undervisningskunskap. Observationer har varit den huvudsakliga materialinsamlingsmetoden i studien, både observationer dokumenterade via fältanteckningar och video. Tre lärare i fritidshem från tre olika fritidshem och skolor har deltagit i observationerna. Analysen av resultaten visar att lärarna i fritidshem i de utvalda observerade sekvenserna använder undervisningshandlingarna talhandlingar, praktiska och utforskande handlingar, demonstrationer och medskapande handlingar. Den undervisningskunskap som analysen synliggör påvisar att lärarna i fritidshem har kunskap om att bedriva undervisning som är förplanerad, lärarinitierad och barninitierad samt att undervisningssituationer som påbörjas med en initieringsform kan förändras till en annan. Lärare i fritidshem kan ses möjliggöra för barns delaktighet och aktörskap i sin undervisning eller styra undervisningen utifrån sin planering där barns delaktighet blir begränsad i undervisningssituationen. Lärare i fritidshems undervisningskunskap kan utifrån analysen även ses innehålla: en handlingsberedskap att se undervisningsmöjligheter i den omedelbara situationen i interaktion med barn, en anpassning av undervisning utifrån barns förståelse av den, en samtidighet att använda flera olika undervisningshandlingar samtidigt och en kunskap om organisering av undervisning för barns delaktighet och aktörskap där läraren intar olika positioner genom att styra, lyssna och agera på barns handlingar samt vara medskapare i undervisningen. / The aim of this study is to investigate school-age educare teachers’ teaching actions with the purpose of understanding their pedagogical content knowledge. The analysis looks at how teaching situations can be initiated and how teachers transform subject matter knowledge, pedagogical knowledge, and contextual knowledge into teaching actions. Through the analysis of the teaching actions, pedagogical content knowledge can be understood. Pedagogical Content Knowledge is the theoretical framework and tool used for the identification and analysis of teaching actions (Shulman, 1986; 1987). A teaching action is defined as an action in which all three knowledge categories, namely subject matter knowledge, pedagogical knowledge, and contextual knowledge, are identified. These teaching actions are then analyzed to show the teachers’ pedagogical content knowledge. Observations through both video and field notes have been the main method for producing data in the study. In the observations, three teachers from three different school-age educare settings have participated. The results show that the teachers in the selected settings use speech acts, activity-driven teaching, discovery, demonstration, and co-creation representations in their teaching. The analysis demonstrates that school-age educare teachers’ teaching could be preplanned by the teachers, initiated by the teachers, or initiated by the children. The teaching initiative can also shift during the teaching situation, and the teachers position the children in different ways in their teaching. They can enable the children to be actors in the teaching situation where the teachers assume a position of an amplifier and act as a support to the children’s participation or they can take control over the teaching situation and only give the children limited agency. In the results, the pedagogical content knowledge of teachers is analyzed resulting in the themes of readiness for action where the teachers can see opportunities for teaching in the immediate situation in their interaction with children, an adaptation of teaching to every child’s understanding, and a simultaneity of using different teaching representations at the same time. In the analysis, the teachers also show a pedagogical content knowledge of how to organize their teaching in order to enable the children to be participants and actors. The teachers use different teacher positions that allow them to control the teaching and to decide how much control to give to the children in teaching situations in which the school-age educare teacher assumes the position of a co-creator.