Socialt lärande i fritidshemmet : En intervjustudie med fritidshemspersonal och fritidshemsrektorer

Sammanfattning: The overall aim of this thesis is to investigate social learning in the Swedish school-age educare (SAEC), based on the descriptions of the SAEC staff and SAEC principals. The results are based on two sub-studies. Sub-study 1 was conducted with SAEC staff, with a total of 21 persons divided into four groups. This sub-study sought answers to what knowledge and abilities the SAEC staff consider to be important for pupils in their work with social learning in the SAEC, and what appears to be significant in the work to promote pupils’ social learning. In the second sub-study, the focus is on the principals’ descriptions. Initially, seven principals in the SAEC for the early years were interviewed individually. Thereafter, six of them participated in a series of group interviews. This sub-study aimed to answer the questions of what characterises social learning in the SAEC in the principals’ descriptions, and what vision for social learning in the SAEC, is expressed by the principals.The data were analysed abductively, using Bronfenbrenner’s bioecological system theory. The analysis highlights the factors that impact the work in the SAEC and how they interact. The theory thereby contributes to an understanding of what affects the work of social learning in the SAEC. This enables a didactic understanding of the SAEC’s activities, and how social learning for pupils is enabled in the SAEC, based on what is expressed by the SAEC staff and the principals. The results show that both the SAEC staff and the SAEC principals have a pupil-centred view of social learning. However, their views differ somewhat, since the SAEC staff mainly describe social learning from the point of view of daily SAEC activities, while the principals have a wider perspective. They describe the work of social learning as a part of a societal assignment. The SAEC activities are influenced by both close and distant factors concerning leading, planning for, and conducting the activities. Some of them have didactic consequences, which can affect how social learning is facilitated for the pupils. Furthermore, visions for social learning are shown in terms of the SAEC and the compulsory school as being one unit, with a teaching culture as the basis of the work. This shows that social learning should be considered as an area for education, which points out the importance of consciously reflected activities in the SAEC. Collegial discussions can be important for this, not just for the SAEC staff, but also for the principals leading the SAEC.

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