4,986
Views
7
CrossRef citations to date
0
Altmetric
Articles

Promoting social learning in the Swedish leisure time centre

ORCID Icon & ORCID Icon

References

  • Ackesjö, H., Nordänger, U. K., & Lindqvist, P. (2016). “Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation”: Om de nya grundlärarna med inriktning mot arbete i fritidshem [“Calling myself a teacher in a leisure time centre might cause some provocation”: About the new teachers for working in leisure time centres]. Educare – Vetenskapliga skrifter, 1, 86–109.
  • Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology: New vistas for qualitative research (2nd ed.). Los Angeles, CA: Sage.
  • Andersson, B. (2010). Introducing assessment into Swedish leisure-time centres – Pedagogues’ attitudes and practices. Education Inquiry, 1(3), 197–209.
  • Andersson, B. (2014). Vad händer med fritidspedagogyrket och fritidshemspedagogiken i Sverige? [What happens with the leisure time pedagogue profession and leisure time pedagogy in Sweden?]. In A. Klerfelt & K. Pálsdóttir (Eds.), Barn. Forskning om barn og barndom i Norden (pp. 61–74). Trondheim: Norsk senter for barneforskning (NOSEB).
  • Bronfenbrenner, U. (1979). The ecology of human development. Experiments by nature and design. Cambridge, MA: Harvard University Press.
  • Bronfenbrenner, U. (2005). Interacting systems in human development. In I. U. Bronfenbrenner (Ed.), Making human beings human. Bioecological perspectives on human development (pp. 67–93). Thousand Oaks, CA: Sage.
  • Bronfenbrenner, U., & Evans, G. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9(1), 115–125.
  • Bryman, A. (Ed.). (2016). Social research methods (5th ed.). Oxford: Oxford University Press.
  • Gibson, W., & Brown, A. (2009). Working with qualitative data. London: Sage.
  • Haglund, B. (2009). Fritid som innehåll och diskurs. En problematisering av verksamheten vid ”afterschool-programs” och fritidshem [Leisure as discourse and content: A critical discussion of the activities in after-school programmes and leisure-time centres]. Pedagogisk Forskning i Sverige, 14(1), 22–44.
  • Haglund, B. (2015). Everyday practice at the Sunflower: The staff’s representations and governing strategies as contributions to the order of discourse. Education Inquiry, 6(2), 209–229.
  • Haglund, B., & Anderson, S. (2009). Afterschool programs and leisure-time centres: Arenas for learning and leisure. World Leisure Journal, 51(2), 116–129.
  • Hjalmarsson, M. (2013). Governance and voluntariness for children in Swedish leisure-time centres: Leisure-time teachers interpreting their tasks and everyday practice. International Journal for Research on Extended Education, 1(1), 86–95.
  • Hjalmarsson, M., Löfdahl Hultman, A., & Warin, J. (2017). Gendered aspects of leisure-time teachers’ care – Social and physical dimensions. Education Inquiry, 8(3), 232–245.
  • Ihrskog, M. (2006). Kompisar och kamrater. Barns och ungas villkor för relationsskapande i vardagen [Friends and peers. Children and youth’s conditions for making relations in everyday life] ( Doctoral thesis). Växjö: Växjö University Press.
  • Kvale, S., & Brinkmann, S. (2008). InterViews: Learning the craft of qualitative research interviewing (2nd ed.). Los Angeles, CA: Sage.
  • Lager, K. (2015). I spänningsfältet mellan kontroll och utveckling [In the tension between control and development] ( Doctoral thesis). Göteborg: University of Gothenburg.
  • Lager, K. (2016). Learning to play with new friends: Systematic quality development work in a leisure-time centre. Early Child Development and Care, 186(2), 307–323.
  • Närvänen, A.-L., & Elvstrand, H. (2014). På väg att (om)skapa fritidshemskulturer. Om visioner, gränsdragningar och identitetsarbete [About to (re)create leisure time centre cultures. About visions, boundaries and identity work]. In A. Klerfelt & K. Pálsdóttir (Eds.), Barn. Forskning om barn og barndom i Norden (pp. 9–25). Trondheim: Norsk senter for barneforskning (NOSEB).
  • National Agency for Education. (2017). PM. Elever och personal i fritidshem läsåret 2016/17 [PM. Pupils and staff in the leisure time centre school year 2016/17].
  • National Agency for Education. (2011). Fritidshemmet – En samtalsguide om uppdrag, kvalitet och utveckling [The leisure time centre – A guide for dialogue about task, quality and development]. Stockholm: Fritzes.
  • National Agency for Education. (2014). Skolverkets allmänna råd med kommentarer. Fritidshem [General advice with comments. Leisure time centres]. Stockholm: Fritzes.
  • National Agency for Education. (2016). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (Reviderad 2016) [Curriculum for the compulsory school, preschool class and the leisure time centre 2011 (revised 2016)]. Stockholm: Skolverket.
  • Pálsdóttir, K. (2012). Care, learning and leisure: The organisational identity of after-school centres for six-to nine-year old children in Reykjavik ( Doctoral dis.). University of Iceland.
  • Pálsdóttir, K. Þ. (2014). The professional identity of recreation personnel. In A. Klerfelt & K. Pálsdóttir (Eds.), Barn. Forskning om barn og barndom i Norden (pp. 75–89). Trondheim: Norsk senter for barneforskning (NOSEB).
  • Plantenga, J., & Remery, C. (2013). Childcare services for school age children. A comparative review of 33 countries. Luxemburg: European Commission. Retrieved from http://ec.europa.eu/justice/gender-equality/files/documents/130910_egge_out_of_school_en.pdf
  • Rhodes, J. (2004). The critical ingredient: Caring youth-staff relationships in after-school settings. New Directions for Youth Development, 2004(101), 145–161.
  • Rohlin, M. (2000). Fritidshemmets framväxt [The emergence of the leisure time centre]. In I. Johansson & I. Holmbäck Rolander (Eds.), Vägar till pedagogiken i förskola och fritidshem (pp. s37–67). Stockholm: Liber.
  • Rohlin, M. (2012). Fritidshemmets historiska dilemman: En nutidshistoria om konstruktionen av fritidshemmet i samordning med skolan [The leisure-time centre’s historical dilemmas: A contemporary history of the construction of the leisure-time centre in coordination with the school]. Stockholm: Stockholms universitets förlag.
  • Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111–135.
  • Saracho, O. N., & Spodek, B. (2007a). Social learning in the early childhood years. In B. Spodek & O. N. Saracho (Eds.), Contemporary perspectives on social learning in early childhood education (pp. ix–xx). Charlotte, NC: Information Age Publishing.
  • Saracho, O. N., & Spodek, B. (2007b). Social learning as the basis for early childhood education. In B. Spodek & O. N. Saracho (Eds.), Contemporary perspectives on social learning in early childhood education (pp. 303–310). Charlotte, NC: Information Age Publishing.
  • SFS. (2010). Skollag [The Education Act] 2010:800. Stockholm: Utbildningsdepartementet.
  • Strandell, H. (2013). After-school care as investment in human capital - From policy to practices. Children & Society, 27(4), 270–281.
  • Swedish Research Council. (2011). God forskningssed [Good research practice]. Stockholm: Vetenskapsrådet.
  • Swedish Research Council. (2017). God forskningssed [Good research practice]. Stockholm: Vetenskapsrådet.