På spaning efter fritidspedagogisk undervisning

• The study is aimed at how teaching within school-age educare can be made visible through a LEGO project. Based on Bernstein’s socio-linguistic theory, a re-analysis is carried out. Field notes from a previously conducted study have been processed again, now with a focus on how the teachers teach and what roles they play in the project. The analysis shows that teaching within school-age educare is based on a visible pedagogy of both strong classification and framing, in line with a traditional image of instruction. At certain times, the school-age educare becomes invisible, primarily from the children’s perspective, partly because of admonitions along with maintaining the rules of the project, and partly because of the children’s sense of control whether events in the project are real or pretend. The play-oriented features in the project can be seen as a way of working, demonstrating the opportunities with school-age educare in creating behavior that explores different possibilities of knowledge. One conclusion of the study highlights the teachers’ sense of intonation, an art of teaching that requires teachers both to lead and participate in order to provide the conditions for learning. The teaching can complement the school as well as provide the conditions for pupils to obtain national goals in the long term as according to the mission of the school-age educare center.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

School-age educare

teaching

school-age educare centers

play-oriented teaching

project

Pedagogics and Educational Sciences

Pedagogik och Utbildningsvetenskap

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)