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  • 1.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet.
    Persson, Sven
    Malmö universitet.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Rektorers och skolhuvudmäns meningsskapande om förskoleklassens position i utbildningslandskapet2022In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, no 2, p. 7-26Article in journal (Refereed)
    Abstract [en]

    The preschool class has been subject to several policy reforms, which principals and local education authorities are responsible. for implementing and evaluating. The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices. The method used in the study is interviews with principals and local education authorities and shows how they reason about and relate to various regulatory, normative, and cultural-cognitive elements of governance. The analysis shows that the principals have arguments for three basic positions for the preschool class: a bridge between preschool and primary school, a knowledge-oriented position, and a socially oriented position. A key argument put forward by the principals is that the preschool class should be integrated into a continuous primary school organisation. The local education authorities, on their part, interpret the new policy as an ongoing qualification and homogenization process, which affects the preschool class’s position in the education system.

  • 2.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Sverige.
    Persson, Sven
    Malmö universitet, Sverige.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Utbildning för barn i skolstartsålder2022 (ed. 1)Book (Other academic)
    Abstract [sv]

    Det ligger något av ett magiskt skimmer över skolstarten. Många barn har längtat efter dagen då de får packa sin ryggsäck och träda in genom porten till det mytomspunna skolhuset där nya klasskamrater, lärare och utmaningar väntar.

    Denna bok handlar om hur utbildningen för barn i skolstartsåldern har förändrats under de senaste decennierna och hur man kan förstå mekanismerna bakom dessa förändringar. Idag råder ett starkt kunskaps- och lärandefokus, där huvudsyftet är att elever ska kvalificeras till nästa nivå i skolsystemet. Detta beskriver vi i boken som en skolarisering av utbildningen och dess konsekvenser berör alla aspekter av utbildning. 

    Skolariseringen syns på policynivå. Den påverkar den pedagogiska praktiken och undervisningen; den förändrar synen på barnet och dess förmågor, och inte minst påverkar den vår syn på vad utbildning är till för. I denna bok används skolstarten och förskoleklassen som exempel, men analysen av skolariseringen är allmängiltig för utbildning och undervisning av barn i hela skolsystemet. Hur kan dessa förändringar beskrivas? Vad bidrar till skolariseringen? Vilken betydelse har denna utveckling? Detta är angelägna frågor för alla som är engagerade i utbildning. Därför är det viktigt att lärare och lärarstudenter får ett språk för att kritiskt kunna granska och diskutera vad skolariseringen innebär - både för dem själva och för deras profession.

  • 3.
    Elvstrand, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Dahl, Marianne
    Linnéuniversitetet.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Ett barndomssociologiskt perspektiv på fritidshemmets uppdrag och praktik2022In: Barn i fritidshem / [ed] Helene Elvstrand & Lina Lago, Stockholm: Liber, 2022, p. 12-33Chapter in book (Other academic)
    Abstract [sv]

    I denna bok är barnen i fokus, då speciellt utifrån deras roll somelever i fritidshem. Barns erfarenheter och upplevelser av fritidshemkan bidra till att vidga bilden av fritidshemsverksamhetenoch även komplettera den bild av fritidshem som finns i befintligforskning. Forskning som fram till nyligen dominerades avlärares perspektiv, arbete och profession. Højholt (2015) lyfterfram vikten av kunskap om barns vardagsliv som ett sätt att fåökad förståelse för de utmaningar och erfarenheter barn möter.Eftersom fritidshemmet är en betydelsefull del av många barnsvardagsliv finns det goda skäl att studera den. Boken blir pådetta sätt också ett bidrag till kunskap om en institutionaliseradbarndom.

  • 4.
    Elvstrand, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Lago, LinaLinköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Educational Sciences.
    Barn i fritidshem2022Collection (editor) (Refereed)
    Abstract [sv]

    Boken fokuserar på barnens perspektiv på olika aspekter av fritidshem och på hur lärare i fritidshem arbetar med dem som utgångspunkt.

    I bokens första del Barns perspektiv på fritidshem berörs fritidshemmets fysiska miljö, övergångar och sociala relationer. Vidare berörs olikheter i barns erfarenheter i relation till fritidshemmets och familjers skilda förutsättningar. Andra delen Fritidshemmets arbete med barns perspektiv berör områden som media och delaktighet samt fritidshemmets roll i förhållande till bildning och trygghet.

    Boken vidgar bilden av fritidshem med fokus på barns egna perspektiv vilket är starkt framskrivet i läroplanen genom att aktiviteter i fritidshem ska formas på ett sätt som både utgår från och utmanar barn med utgångspunkt i deras faktiska erfarenheter. Dessa perspektiv är även en viktig utgångspunkt i FN:s barnkonvention.

    Boken vänder sig till grundlärarstudenter inriktning fritidshem och redan yrkesverksam personal i fritidshem. 

  • 5.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elevers sociala relationer i fritidshem2016In: Karlstads universitets Pedagogiska Tidskrift, KAPET, ISSN 1653-4743, Vol. 12, no 1, p. 60-75Article in journal (Refereed)
    Abstract [sv]

    Syftet i denna artikel är att belysa hur fritidshemmet kan förstås som arena förelevers sociala relationer, vilka villkor som skapas för dessa relationer samt hurelever hanterar sina relationer i fritidshemmet. I Sverige går de flesta barnmellan 6 och 9 år i fritidshem. Fritidshemmet som institution är alltså en viktigdel av många barns vardag, en plats för lärande men också för kamratrelationeroch fri tid. I artikeln analyseras material från deltagande observationer från ettpilotprojekt i två fritidshem. Med utgångspunkt i symbolisk interaktionism och ibarndomssociologi analyseras sociala relationer som processer. I denna artikelvisas några sådana processer/aktiviteter exemplifierade från det empiriskamaterialet. Elevers relationer ses också som villkorade, det vill säga desammanhang i vilka elever skapar sociala relationer ses som viktiga för vilketrelationsskapande som blir möjligt. Fritidshemmet är därför en viktig kontextför denna studie. För att förstå hur barn skapar mening är det viktigt attobservera vilken typ av processer och aktiviteter som de är involverade i.Resultaten visar hur elevers sociala relationer i fritidshem villkoras av exempelvisfritidshemmets rutiner, grundskolans klassindelning och elevers friutrymme.Genom analyser av exempel visas hur eleverna i samspel med varandra, medvuxna och med dessa villkor, arbetar med sina sociala relationer i fritidshemmet.

  • 6.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Tema - en väg för att skapa helhet och lugn i det fritidspedagogiska arbetet2023In: Venue, ISSN 2001-788XArticle in journal (Other academic)
    Abstract [sv]

    Artikel belyser ett aktionsforskningsarbete i fritidshem inom ramen för ULF. Projektet syftar till att öka kvalitén i fritidshem och att personalen får verktyg att arbeta på ett systematiskt sätt med läroplanen med utgångspunkt i fritidspedagogik. I utvecklingarbetet, som beskrivs i artikeln, har arbetslaget prövat ett temainriktat arbetssätt där de fokuserat på det i läroplanen framskrivna centrala innehållet för fritidshemmet och relaterat det till sociala relationer, elevinflytande och utvecklande av kompetenser. I denna artikel presenteras ett ULF projekt där personal och forskare arbetat tillsammans för att utveckla fritidshemmets undervisningspraktik. Genom gemensamma reflektioner har undervisningen gått från ett fokus på aktiviteter till att i ökad utsträckning handla om ett helhetsperspektiv på undervisningens innehåll samt ta en tydlig utgångspunkt i sociala relationer och elevers delaktighet.

  • 7.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Stenliden, Linnéa
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    How digital activities become (im)possible in Swedish school-age educare centres2023In: Journal of Childhood, Education & Society, ISSN 2717-638X, Vol. 4, no 1, p. 84-94Article in journal (Refereed)
    Abstract [en]

    This study explores how digital tools play a part in the practices of Swedish school-age educare centres (SAEC). The aim is to contribute knowledge about opportunities and/or obstacles in and with digital activities in SAEC practices. Data is produced using observations and conversations at five SAEC centres. The SAEC practice is found to be characterized by three different approaches to digital tools and their use: 1) A permeating practice, where digital tools are an integrated part of the whole day, 2) A happening practice, where digital tools are present on special occasions, and 3) A neglecting practice, where digital tools are absent. These differences can be connected to how teachers interpret their assignment but also to differences in competence, access, and interest in relation to digital tools. This entails that SAEC pupils are given unequal opportunities to develop digital skills.

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  • 8.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Do they have a choice?: Pupils’ choices at LTCs in the intersection between tradition, values and new demands2020In: Education Inquiry, E-ISSN 2000-4508, Vol. 11, no 1, p. 54-68Article in journal (Refereed)
    Abstract [en]

    This article investigates the question of making choices at Swedish LTCs. The theoretical framework draws on symbolic interactionism and the concept of inhabited institutionsanalysing teachers’ meaning-making and interactions between teachers and pupils at the LTCs. Because of changing policies, a tension between new demands and an LTC tradition of activities being voluntary has emerged. When teachers try to make sense of the tension between demands and tradition, choice becomes an important issue and teachers try to balance pupils’ free choices with teacher-led activities. The results show that pupils are often given the opportunity to choose, but even though teachers value pupils’ possibilities to choose, pupils’ choices are limited rather than free. When the teachers try to make sense, of pupils’ choices they oriented towards both traditions and values (choice is important), and towards new demands (choice should be visible). Choices are thus highlighted and made measurable in specific ways in LTC practice.

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    fulltext
  • 9.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elevers delaktighet: Ett sätt att utmana och utveckla aktionsforskning i skolan?2022In: Forskning og Forandring, E-ISSN 2535-5279, Vol. 5, no 1, p. 25-45Article in journal (Refereed)
    Abstract [en]

    Pupil’s participation: A way to challenge and develop action research in school?The article is based on an analysis of pupil’s participation in three different action research cases. The aim is to problematize children’s participation in different phases of action research. Although pupils are of central importance in the school, they are rarely given the opportunity to be active and influence school development. To analyse opportunities and obstacles for pupil’s participation in action research, this article takes its point of departure within the field of sociology of childhood as well as Hart’s ladder of participation, which highlights degrees of children’s participation. The analysis shows that the degree of participation is depending on i.e., design, the use of child-centred methods and the continuously reflection on relationships and processes in research. Despite good intentions, obstacles for pupils to exercise real participation are identified. This is related to, i.e., the conditions of the school context and to the fact that pupils in school are dependent on adults such as teachers and principals. The results also highlight how pupil’s perspectives can contribute both to initiating development and to solutions. To develop opportunities for pupils to exercise real participation, the results indicate that pupil’s participation in action research in school must be developed alongside adults’ participation. 

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    fulltext
  • 10.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fritidspedagogiskt arbete2019In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 21-41Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet beskrivs och diskuteras fritidshemmets uppdrag, praktik och förutsättningar. Några för området centrala begrepp introduceras och definieras för att ge en bakgrund och ett ramverk för fritidshemmet som social och didaktisk arena.

  • 11.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    “You know that we are not able to go to McDonald’s”: Processes of Doing Participation in Swedish Leisure Time Centres2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 13, p. 2156-2166Article in journal (Refereed)
    Abstract [en]

    This study aims to answer the question of how pupils’ participation is acted within the context of Swedish leisure time centres (LTCs) through the analysis of ethnographic material from five different LTCs. The analysis took a grounded theory approach, and the results show that pupils’ participation in LTCs can be seen as an ongoing negotiation and that participation is something that needs to be worked with in everyday interactions. We identify three important processes for doing participation in LTCs – participation by negotiating, participation by initiating, and participation by choosing. Different aspects of formal and informal ways of doing participation are also of importance, and while pupils can have a greater influence in informal negotiations, this requires certain negotiating skills that not all children possess.

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    fulltext
  • 12.
    Elvstrand, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Björk, Anna
    Kinda kommun.
    Claesson, Sebastian
    Kinda kommun.
    Karlsson, Marcus
    Kinda kommun.
    Storm, Annika
    Kinda kommun.
    Lundh, Linda
    Kinda kommun.
    Almroth, Andreas
    Kinda kommun.
    Claesson, Tobias
    Kinda kommun.
    Eklund, Erika
    Kinda kommun.
    Häljeskog, Zacharias
    Kinda kommun.
    Hur får vi kvar dem på fritids?: Att utveckla fritidshemmets verksamhet med fokus på de äldsta eleverna2022In: Venue, ISSN 2001-788XArticle in journal (Other academic)
    Abstract [sv]

    Denna text presenterar ett systematiskt utvecklingsarbetearbete för att attrahera och hålla kvar de äldsta fritidshemseleverna. Fritidshemmet är en viktig pedagogisk verksamhet även för äldre elever men vi ser att äldre elever i lägre grad än yngre deltar i fritidshemsverksamheten. Hur kan vi möta och arbeta med denna elevgrupps perspektiv och behov? 

     

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    fulltext
  • 13.
    Elvstrand, Helene
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lundqvist, Johanna
    Mälardalens universitet.
    Fritidshemslärares arbete, trivsel, inkluderande arbetssätt och samverkan: en enkätstudie i svensk fritidshemskontext2022In: FPPU, Forskning i Pædagogers Profession og Uddannelse, E-ISSN 2446-2810, Vol. 6, no 2, p. 107-121Article in journal (Refereed)
    Abstract [en]

    School-age educare teachers’ work, well-being, inclusive education strategies and collaboration: a survey 

    The aim of this study is to investigate how the work, well-being, inclusive education strategies and collaboration are described by professionals in School-age educare (SAEC). This is done by means of a theoretical understanding including a formulation arena, a transformation- and mediation arena and a realization arena; the focus is on the realization arena. Empirical data was collected through surveys with professionals (N=63) in SAEC working in different Swedish cities. The result of the study shows that they have a multifaceted work, that they thrive, that they provide inclusive education and that they provide support measures. Less than half of the informants describe that they receive adequate consultation from a special need educator or other profession with special needs education knowledge as well as collaborate with the School-health-services. The resources of the SAEC are to some extent perceived as insufficient and the support measures in several cases too limited. Suggestions for further research are discussed.

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  • 14.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, LinaLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.Simonsson, MariaLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt2019Collection (editor) (Other academic)
    Abstract [sv]

    Varje dag, före och efter skolan och på lov, går nästan en halv miljon svenska elever i fritidshem. På fritids träffar elever kompisar, får leka och pröva spännande aktiviteter. Att fritidshem är väl fungerande är avgörande för de många barn som tillbringar stora delar av sin dag där. Fritidshemmets uppdrag har under de senaste åren delvis förskjutits, t.ex. har undervisning fått en allt mer framskjuten plats. I Fritidshemmets möjligheter – att arbeta fritidspedagogiskt presenterar författarna en rad viktiga områden om hur fritidshemmet kan bidra till barns allsidiga utveckling och lärande.

    I boken lyfts kärnfrågor som fritidshemmets sociala uppdrag, lek, föräldrasamverkan, fritidshemsutveckling. Här tas även ­nyare innehåll om fritidspedagogiskt arbete upp, som t.ex. hur man kan arbeta med språk, matematik, naturvetenskap och teknik.

    Fritidshemmets möjligheter – att arbeta fritidspedagogiskt ger en god grund för att skapa ett inspirerande innehåll för de många barn som tillbringar stora delar av sin tid på fritidshemmet. Boken vänder sig till studerande på lärarutbildningar och redan yrkesverksamma.

    Download (jpg)
    presentationsbild
  • 15.
    Hedrén, Sanna
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköpings universitet.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Is There an “I” in “We?”: Children as Individuals or Group Subjects in School-Age Educare Staff’s Collegial Conversations2023In: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 9, p. 62-75Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to gain knowledge of how School-Age EduCare (SAEC) staff in andthrough collegial conversations construe a child/children. Collegial conversations with two SAECstaff teams were analyzed using the theoretical concepts from the fields of discourse analysis andsystemic functional grammar. The results show that children were repeatedly construed as a groupsubject by the staff and more rarely as individual subjects. The SAEC staff construed the children asgroup subjects in four different ways: as general groups, as pre-determined groups, as quantity-relatedgroups, and as behavior-related groups. The children who were construed as individual subjectswere mainly the ones who diverged from the group, often in negative ways.

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  • 16.
    Jansson, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att göra teknik i fritidshem2019In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Lina Lago & Maria Simonsson, Lund: Studentlitteratur AB, 2019, 1, p. 265-286Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet fokuseras fritidshemmets teknikundervisning. Fokus ligger på hur fritidshemmets teknik görs i vardaglig praktik av lärare och elever. Det finns många aktiviteter med olika teknikinnehåll i fritidshemmet men tekniken förblir ofta outtalad. I kapitlet diskuteras hur teknikundervisningen kan gå från att göra till att förstå vad man gör.

  • 17.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Andra övergångar: Normalitet och avvikelse i övergången från förskoleklass till årskurs 12017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist, Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 117-132-Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel handlar om övergången från förskoleklass till årskurs 1. Med utgångspunkt i ett fältarbete där en förskoleklass följdes under övergången till årskurs 1 studeras hur avvikande övergångar konstrueras i relation till normen och hur övergången förväntades gå till. I gruppen fanns ett antal barn som på olika sätt inte följde den kollektiva övergången. Dessa barn avvek genom att t.ex. börja skolan tidigt i förhållande till ålder, de hade gått om klasser eller blivit placerade i förskoleklass trots att de var äldre än sex år. Sådana övergångar benämns i kapitlet som ”andra övergångar”. Kapitlet fokuserar på hur sådana andra övergångserfarenheter är en del av den gemensamma övergången från förskoleklass till årskurs 1.

  • 18.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Different transitions2014Conference paper (Other academic)
    Abstract [en]

    The aim is to understand the transition from preschool class to first grade with focus on children who can be said to deviate from the normal transition and how their transitions were constructed.

    The point of departure is to study how socializing activities contributes to this, and to show how children act and shape their own and each other’s everyday life.

    The analysis is based on theories about timetables (Roth 1963, Adam 1995). The school and the transition are understood as scheduled activities and individuals' transitions are analyzed in relation to norms of when activities “should” be carried out. Against this “proper time” (Zerubavel 1981, Holstein and Gubrium 2000) normality and deviance is created.

    The method used is ethnography. The material consists of participant observation and interviews from a case study of a group of children doing the transition. With this come ethical considerations due to the closeness of the method and research with children.

    The transition from preschool class to first grade can be described as a transition made together, where children do transition in the same way, at the same time. In the group there were several children that did not follow this normal transition; they deviated from this in several different ways. Such divergent/different experiences also contribute to how the common transition is understood.

    The understanding of children who deviate from the expected and normal is important to be able to approach all children in school based on their experiences.

  • 19.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Different transitions: Timetable failures in the transition to school2017In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 31, no 3, p. 243-252Article in journal (Refereed)
    Abstract [en]

    The aim of this article was to show how transitions are constructed, and to discuss different ways ofmaking the transition from the preschool class to first grade. The analysis is grounded in ethnographicfieldwork. Temporality is used to understand expectations about how transition should be made. Theresults reveal that some children made their transitions in ways that did not follow the expected timeta-ble. These transitions can be understood as timetable failures, and needed to be made sense of by bothchildren and teachers. These different transitions were an important part of the overall construction oftransition. ©

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  • 20.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Doing and resisting pupilness in Swedish school-age educare2023In: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 9, no 2, p. 1-17Article in journal (Refereed)
    Abstract [en]

    This is a reflection on pupilness as a position/positioning/action within the Swedish school-age educare (SAEC) setting and the norms and values related to this. The aim is to explore what kind(s) of pupil that is constructed in SAEC and how children relate to and act in relation to the norms of the SAEC and thus perform pupilness in different ways. Lastly, the issue of language is considered – what it means to be verbally positioned as “pupil” and what this entails in practice and in research.

  • 21.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Mellanklass kan man kalla det”: Om tid och meningsskapande vid övergången från förskoleklass till årskurs ett2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to explore one of the first transitions that Swedish school children encounter and how children get to know and make sense of the school system. The point of departure is to study what activities are undertaken to mark the transition from preschool class to first grade and the meaning-making processes in which children are involved. Ethnographic data from two Swedish school settings are used in the study. The material contains participant observations and field notes from different school settings, as well as ethnographic interviews with the children. The transition is analysed using theoretical perspectives on time together with concepts such as rites of passage and socialization. The analyses show that the preschool class and first grade are marked as different in several ways during the transition process. The analysis also show that time is important for the meaning ascribed to the transition. Different aspects of time (past, present and future) are used to do and make sense of the transition. Talk about the future and activities pointing at the future are used to understand transition, but transition also strengthens the focus on the future. The transition from preschool class to first grade can be understood as a phase of separation, a liminal phase and a period of incorporation. But the preschool class itself can also be understood as a liminal phase, a time in between preschool and school. It was found that transitions constitute a collective process through which children do transition together. At the same time, transitions can be understood as multiple, as children deviate from a normal transition. Such deviant experiences further add to how a “normal” transition is understood. In socialization processes, meanings are constructed in interactions between children, teachers and school. Children’s orientation to the temporal order of school and their participation in socializing activities contribute to the construction of children as students, but also to the construction of school and transition.

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    ”Mellanklass kan man kalla det”: Om tid och meningsskapande vid övergången från förskoleklass till årskurs ett
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    omslag
  • 22.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Place for transition: The importance of place in the construction of after-school care, preschool class and first grade2015Conference paper (Other academic)
    Abstract [en]

    Children attending the early years of school in Sweden are faced with three different types of school: Preschool class, after-school care and compulsory school. The aim of this paper is to analyse the use of place in the transitions between these types of schooling. The use of place in the transitions from preschool class and first grade to after-school care is studied using ethnographic methods, mainly participant observations. The meaning created is seen as situated, that is, dependent on place. The term place is used a fusion of place (the physical dimension of place) and space (the significance of place) (Cresswell 1996; Christensen 2003; Halldén 2007). The results demonstrate different ways in which place is used in everyday life to create meaning about the transition from preschool class and first grade to after-school care and that children and teachers assign different meanings to after-school care, preschool class, and first grade and that place plays an important part for this. When understanding school, place is of various importance for children and teachers. When teachers mainly use time to create similarity and difference, the children rather use place to create similarity and difference between school settings. The use of place in terms of spatial integration or spatial separation is central when activities and types of school are understood as similar or different by the children. The results show that place and the way after-school care, preschool class, and first grade is organized is important for the meanings assigned by the children.

  • 23.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Educational Sciences.
    Time for transition: children doing transition from preschool class to first grade2013Conference paper (Other academic)
    Abstract [en]

    The aim is to understand the meaning making process of children doing the transition from preschool class to first grade and activities and concepts used to mark and talk about it. The point of departure is to study how children act and shape their own and each other’s everyday life rather than seeing children’s life as shaped only by adults (James, Jenks & Prout 1998). The transition is analysed using theoretical perspectives on time (Hockey & James 1993, Adam 1995) together with concepts such as rites of passage (van Gennep 1960) and socialization (Gaskins, Miller & Corsaro 1992). The method used is ethnography. The material consists of participant observation and interviews from a case study of a group of children doing the transition. With this come ethical considerations due to the closeness of the method and research with children. The analysis shows how time is important for the meaning given to the transition from preschool class to first grade. Different aspects of time (past, present and future) are used to do and make sense of the transition. Understood as set in time, makes it possible to understand this transition in terms of passage. In order to make sense of transition, a movement forward, preschool class and first grade are also talked about in terms of similarity and difference. The time around children’s entrance to school is of recurring political interest in Sweden. Studies of children’s everyday life and understanding in relation to the transition at handare therefore ofimportance.

  • 24.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Time for transition: The use of future in the transition from preschool class to first grade2015In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 7, p. 26-34Article in journal (Refereed)
    Abstract [en]

    In this article the concept of future is used to create meaning about school transitions. Since education often focuses on what will be, it is important to understand the everyday use of future in educational settings. The use of future in the transition from preschool class to first grade was studied using ethnographic methods. The results demonstrate how children and teachers use future in everyday life, and how this usage can be seen as priming events in the construction of transition. Furthermore, the results show how orientation towards the future contributes to the construction of not only children as becoming, but also children as becoming in particular ways when the future interacts with other temporal aspects in the transition process.

  • 25.
    Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Visions de l’école chez jeunes enfants en Suède2017In: Recherches avec les jeunes enfants: perspectives internationales / [ed] Pascale Garnier, Sylvie Rayna, Bryssel: Peter Lang Publishing Group, 2017, p. 57-75Chapter in book (Refereed)
  • 26.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Children’s participation and leisure possibilities on an institutionalized leisure arena: The Swedish School-Age Educare Centre as an example2023In: Childhoods & Leisure: Cross-Cultural and Inter-Disciplinary Dialogues / [ed] Utsa Mukherjee, Cham: Palgrave Macmillan, 2023, p. 163-184Chapter in book (Refereed)
    Abstract [en]

    Children’s leisure is increasingly seen as recourse with the potential to address a range of issues. If children use their leisure in useful and productive ways, and if the leisure is organized in ways that provides security, stable frameworks, and meaningful content, it is considered to fulfil an important function both for children and society. In the Swedish context, out of school activities for younger school children (ages 6 to 12) is organized in School-age educare Centres (SAEC), a kind of activity that is organized within school but have the assignment to work with children’s leisure, social relations, education, and care. The SAEC can be described as an institutional leisure arena. In the chapter, such institutionalized leisure is problematized focusing on how children have influence over their activities in relation to the institutional setting. The results show that there is room for children’s influence and a broad understanding of what a meaningful leisure time is, which means that children are taking an active role in challenging, maintaining, and ‘doing’ the institution. At the same time, influence is challenged by SAECs’ conditions, for example an increased focus on learning, and there is a risk that children’s subjective experience of meaningfulness is lost

  • 27.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Forskningsstudie om ensamhet och uteslutningar i fritidshem2023Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    En sammanfattning av Lina Lagos och Helene Elvstrands studie ”Jag har oftast ingen att leka med”. De presenterar tre typer av social uteslutning och ger tips på hur vuxna kan arbeta för att motverka ensamhet. 

  • 28.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Frihet, frivillighet och styrning: Elevers friutrymme i fritidshem2024In: Fritidsdidaktiska dilemman / [ed] Sofia Lundmark & Janne Kontio, Stockholm: Natur och kultur, 2024, p. 39-61Chapter in book (Other academic)
    Abstract [sv]

    I skenet av de policyförändringar som skett det senaste decenniet kan det svenska fritidshemmet sägas befinna sig i en omorienteringsfas där frågor kan ställas kring hur morgondagens fritidshem ska gestaltas och där olika värden kan komma i konflikt med varandra (Elvstrand & Lago, 2020). En central spänning handlar om i vilken utsträckning fritidshemmet ska vara en utbildningsinstitution som präglas av valfrihet, friutrymme och lärare som följer och stödjer snarare än leder elever eller en verksamhet som präglas av lärarledd undervisning och en starkt inramad och styrd fritidshemstid för elever. På detta sätt diskuteras ibland fritidshemmets undervisning där två motpoler målas upp som de vägar som fritidshemmets personal har att välja på. I framställningen kopplas det förra ofta samman med en fritidspedagogisk tradition och det senare med senaste årens – eller årtiondenas – styrning av fritidshemmet (Elvstrand & Lago, 2020). Frågan knyter också an till fritidshemmets uppdrag. Det finns en komplexitet i  att fritidshemmet ska [LSL1] erbjuda möjligheter till en meningsfull fritid, vilket kan förstås som en subjektiv upplevelse, samtidigt som fritidshemmet är en målstyrd utbildningsverksamhet där elevers lärande står i fokus.

    I detta kapitel tar vi avstamp i denna spänning genom att utgå från ett aktörsperspektiv, främst barns – eller elevers – perspektiv. I de berättelser vi har tagit del av när vi i olika studier lyssnat på hur elever uppfattar fritidshemmet kan vi se att det finns två viktiga aspekter som lyfts fram. Den första handlar om att ett centralt värde i fritidshemmet är den sociala gemenskapen. Det vill säga att elever beskriver fritidshemmet i termer av en plats där det ska finnas utrymme för lek och för att få vara med kompisar. Den andra aspekten handlar om vikten av att som elev ha möjlighet att få vara delaktig i att förfoga över sin eftermiddag i fritidshemmet. Båda dessa aspekter i fritidshemmet, sociala relationer och elevers delaktighet går att relatera till fritidshemmets pedagogiska tradition, som har varit starkt influerad av socialpedagogik, där en betoning ligger på gruppen, sociala relationer och att elever ska ha möjlighet att påverka fritidshemmets verksamhet (Dahl, 2014; Gustafsson Nyckel, 2020).

  • 29.
    Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Jag har oftast ingen att leka med” [“Usually I have no-one to play with”]: Sociala exkludering på fritidshem [peer rejection in leisure-time centres]2019In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 39, no 2, p. 104-120Article in journal (Refereed)
    Abstract [en]

    This study examines pupils’ social relations and especially social exclusion in leisure-time centres (LTCs). Based on categorization of the material from the field, exclusion has emerged as a key action in pupils’ relationships with each other. The result shows various types of exclusion events and how exclusion is made possible in the LTC context. In LTCs, the events of conditional participation, invisibility, and rejection are actions through which pupils in LTCs exclude other pupils. No or little teacher presence is characteristic of these events, and the pupils themselves are left to negotiate inclusion and exclusion with each other. For some pupils, this means a socially vulnerable situation, and these events can be interpreted as social actions that may lead to, or be interpreted as, bullying.

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  • 30.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Mapping Of Play-Based Learning as a Teaching Method: Intellectual Output 1, Playing Project2022Report (Other (popular science, discussion, etc.))
    Abstract [en]

    The mapping analysis (IO1) offers an overview on the topic of the Playing project. At the base of the mapping study there is the literacy review on pedagogical models including play-based learning in different national contexts and a mapping of play and learning practices in the participating organizations. 

  • 31.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Hellberg, Kristina
    Linnéuniversitetet.
    School child parenting put under pressure: Conditions for and practices of parenting school aged children with disabilities before, during and after a pandemic2023Conference paper (Other academic)
    Abstract [en]

    Parenting a child is not only a matter of the relationship between parent and child. Being a parent is also to deal with all the aspects seeping into family life trough relations outside of the family. For parents to school aged children, the relations connected to school are one set of aspects affecting the conditions for and practices of parenting. In this study we examine these parts of parenting in relation to a specific period, the Covid 19 pandemic, and a specific group of children, children with disabilities.

  • 32.
    Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Roli, Ginevra
    SERN - Sweden Emilia Romagna Network.
    Kamstrup, Kirsten
    UCL Erhvervsakademi og Professionshøjskole.
    Dahlqvist, Ida
    Linköpings kommun.
    Enegaard Hindhede, Mette
    Municipality of Holluf Pile-Tingkaer.
    Tarantola, Francesca
    Municipality of Parma.
    Nasuti, Elisabetta
    Municipality of Parma.
    Mantovani, Alessandra
    Municipality of Parma.
    Lambrechts, Ann
    Elmer.
    Aguilera, Angels
    Escola Sant Josep.
    Training methodology: Intellectual output 2, Playing project2023Report (Other (popular science, discussion, etc.))
    Abstract [en]

    This report contains a training methodology on play-based learning as a teaching method. The training methodology draws on the collected experiences from the playing project and outlines the principles and methods used by ECE practitioners to enable children learning through symbolic play.

    The target group of the training methodology on play-based learning are ECE practitioners, preschool teachers, educators, pedagogical coordinators, and researchers. The objectives of the training methodology (Output 2, in the Playing project) are:

    • to increase knowledge of the concept of play-based methodologies and symbolic play.
    • to create new skills resulting from the comparison between practices adopted in different European countries.
    • to enhance the ability of ECE practitioners by providing tools and principles for the correct adoption of play-based methodologies.

    The methodology, as well as the project, focuses on the symbolic play, play-based learning, and development of language. A specific focus in the Playing project as well as in the training methodology is how the symbolic play can help developing language.

  • 33.
    Persson, Sven
    et al.
    Malmö universitet, Sverige.
    Ackesjö, Helena
    Linnéuniversitetet, Sverige.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Skolarisering och mantrat om tidiga insatser i utbildningen2022In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 2, p. 177-189Article in journal (Refereed)
    Abstract [sv]

    Det råder konsensus mellan forskare och politiker om att tidiga insatser och reformer, riktade mot de yngre barnen i utbildningssystemet, är bland de viktigaste interventioner som ett samhälle kan vidta. Inriktningen på och konkretisering av de tidiga insatserna problematiseras emellertid sällan i policy. Utvecklingen kan karakteriseras som en pågående skolarisering av utbildning för de yngre barnen, det vill säga ett närmande till grundskolan och ett fjärmande från förskolan. Denna riktning har motiverats av ekonomiska, demokratiska och globala motiv. Syftet med denna essä är att problematisera skolariseringens konsekvenser och diskutera vad som händer då ”mantrat” om tidiga insatser konkretiseras till politiska reformer. Detta görs med exempel hämtade från den svenska förskole-klassen.

  • 34.
    Ringskou, Lea
    et al.
    VIA University College.
    Gravesen, David Thore
    VIA University College.
    Aagaard Christensen, Anja
    VIA University College.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Faculty of Educational Sciences.
    Schuler, Patricia
    Pädagogische Hochschule Zürich (PHZH).
    Kappler, Christa
    Pädagogische Hochschule Zürich (PHZH).
    Nardi, Paolo
    COMETA international affairs & research.
    Lind, Mari-Liis
    Tallinn University School of Educational Sciences.
    Hollman, Egle
    Tallinn University School of Educational Sciences.
    Handbook: Social inclusion through pupils' participation (SIPP)2023Report (Other (popular science, discussion, etc.))
    Abstract [en]

    The purpose of the SIPP project “Social Inclusion through Pupils’ Participation” is firstly to support teachers to develop their work with participation and social inclusion based on pupils’ perspectives and experiences of social inclusion; furthermore, it aims to creating pedagogical material and developing strategies where teachers and researchers in cooperation elaborate learning opportunities, which support pupils’ social belonging and agency. In doing so, the project also contributes to, as well as it builds on, the support of teachers and professions. To develop knowledge through interaction between theory and practice is a successful starting point for teachers to own their knowledge, methods and to develop professional knowledge (Greenwood & Levin 2007; Närvänen & Elvstrand, 2019), hence supports professionalism and contributes to the development of the profession. The project stands on a belief that pupils’ perspectives need to be included in order to develop tools to enhance pupils’ participation. Pupils’ voices are for this reason an important resource to understand the complexity of social inclusion and to develop tools that can meet this complexity. More specifically the SIPP project focuses upon methods of how to create a socially inclusive climate in pupils’ whole school day, both in classrooms, breaks and different forms of extended education. Further, it aims to support teachers and educators to gain deeper professional knowledge about social inclusion as well as to develop participatory tools that enhance social inclusion in their everyday practice. The different activities and methods that are developed in the project will support teachers’ and educators’ professional development as they root and deepen their professional knowledge didactically and competence. Another central goal of the project is to open to a European dimension, where international exchange is a base to share professional teacher knowledge. It also provides a basis to capture the diversity and different experiences of pupils across different national contexts. With help of the child centered method, described above, the different activities in the project support teachers and educators to explore and develop their professional work based on pupils’ perspectives and experiences, to create educational material and develop and evaluate strategies, where teachers, educators and researchers in cooperation create learning opportunities that support pupils’ social inclusion. To support teachers’ and educators’ professional development in a European perspective is a key to develop sustainable knowledge and methods to deal with social inclusion in education in Europe. The primary target groups for the project are both teachers and educators in primary school/extended education and pupils in the ages 6-12. The pupils are recognized as actors during the whole project period when they share their experiences of social inclusion and possibilities for participation. The teachers and educators, together with the researchers, work to develop tools to enhance pupils’ participation. In addition, the project is aimed at school leaders, educational advisors, policy makers, different stakeholders and researchers in education who all have important political mandates in relation to teachers’ and educators work and pupils’ possibilities to participation. In conclusion, the overall aims of the project include:1. Initiate international cooperation and strengthen the European dimension in partner organizations.2. Analyse existing studies related to the field of social inclusion and specifically pupils’ participation.3. Explore, develop and analyse pupils’ experiences and perspectives as a tool for working with social inclusion in the school.4. Support teachers and educators to develop, implement and monitor best practice by using action research methods as a way to explore and modify their own practice to increase pupils’ social inclusion in school.5. Increase the knowledge, awareness and understanding of teachers and educators in order to identify risks for social exclusion and possibilities to social inclusion to strengthen educators’ professional role in school.6. Design tools to work with pupils’ perspectives and experiences of social inclusion.7. Bundle and disseminate knowledge, experiences and best practice developed within the project to larger target group.

  • 35.
    Schuler Braunschweig, Patricia
    et al.
    Research & Development, Zurich University of Teacher Education, Zurich, Switzerland.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Kappler, Christa
    Research & Development, Zurich University of Teacher Education, Zurich, Switzerland.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jansson, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Chiapparini, Emanuela
    Institut of Childhood, Youth and Family, Zurich University of Applied, Sciences School of Social Work, Zurich, Switzerland.
    Teaching in Different Spaces: How Educators and Teachers Work Together in Full-Day Schools2019In: Extended Education from an International Comparative Point of View: WERA-IRN Extended Education Conference / [ed] Marianne Schüpbach and Nanine Lilla, Wiesbaden: Springer, 2019, 1, p. 85-99Chapter in book (Refereed)
    Abstract [en]

    Professionals in all-day schools and in leisure time centres strive to purposefully extend the curriculum in the classroom with extracurricular activities. Extracurricular activities are more or less organized activities outside of the traditional teaching lessons during a regular school day and include supervised games, free play, and structured lessons organized before and after lunchtime. These activities are held at the school building. Such activities are added to children’s school days, making them more integrated to maximize social and cognitive learning for students and to enhance educational development. Education at school is extended in time and space, taught by professionals. The multi-professional cooperation among classroom teachers and extracurricular activities teachers is seen as powerful but can be rife with tension as professional boundaries are crossed. Data from interviews with classroom teachers and extracurricular activities teachers focusing on the meaning of extended education in newly organized all-day schools in urban Switzerland (n=32) and in Sweden (n=18) is analyzed using Grounded Theory Methods and viewed as a field for negotiating professional responsibilities. Despite different traditions in all day schooling, a lack of understanding of the other profession is a hindering factor for a symmetrical professional cooperation in both countries.

  • 36.
    Simonsson, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Lago (Söderman), Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Att administrera övergångar: En analys av Skolverkets stödmaterial om övergångar i skolan2015In: Venue, ISSN 2001-788X, Vol. 9, p. 1-6p. 1-6Article in journal (Other academic)
    Abstract [sv]

    Vilken kunskap finns tillgänglig för att underlätta skolans arbete med barns övergångar och vilket fokus har denna information? Vi har analyserat Skolverkets stödmaterial om övergångar för att se vilka riktlinjer som verksamheterna har att förhålla sig till. Kontinuitet framstår som önskvärt och råden handlar i hög utsträckning om hur skolan och förskolan ska arbeta med att skapa rutiner för detta, men också om vad det är för typ av information som ska överlämnas.

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  • 37.
    Simonsson, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Stöd eller styrning: En analys av Skolverkets stödmaterial för förskoleklassen2015In: Venue, ISSN 2001-788X, , p. 4p. 1-6Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Sexton år efter att förskoleklassen införs som en egen skolform ger Skolverket ut ett stödmaterial. Vilka bilder av arbetet i förskoleklass och vilken styrning av verksamheten framträder i detta material?

    I oktober 2014 gav Skolverket ut ett stödmaterial för förskoleklassen med titeln Förskoleklassen: Uppdrag, innehåll och kvalitet (Skolverket, 2014). Enligt Skolverket är syftet med materialet att ”bidra till ökad kunskap om och förståelse för förskoleklassens uppdrag, innehåll och kvalitetsutveckling med utgångspunkt i skollag och läroplan” (ibid. s. 3).

    Stödmaterialet ges ut 16 år efter det att förskoleklassen infördes som en egen skolform. Ett stödmaterial som detta kan ses som en del av den officiella retoriken kring utbildningsinstitutionen. Det kan ses som ett försök att åstadkomma forandrings--‐ processer som ska leda till det bättre. Detta material produceras för lärarna i förskoleklass som är de som ska realisera detta i de pedagogiska praktikerna. Produktionen av ett nytt stödmaterial för förskoleklassen innebär att det skapas en arena för förhandling, om bilden av barnet och vad det är för institution vi har att göra med. Vi behöver veta mer om vad det är för förhandlingar som uppstår och vilken verksamhet man vill åstadkomma.

    Syftet med denna artikel är att få kunskaper om vilka bilder av förskoleklassen och vilka styrningsmekanismer som framträder i Skolverkets stödmaterial (2014). För att göra detta har vi använt Foucaults teorier om styrning (governmentality). Vi vill på detta sätt lyfta fram de sätt på vilka förskoleklassen som utbildningsinstitution och förskoleklasslärarna blir föremål för styrning (Davies & Harré, 1990; Foucault, 1991, 2003; Rose, 1999).

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  • 38.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University.
    Digital Learning Activities at School-age Educare when Policy Reforms Calls for Educational Change2022In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 10, no 1, p. 4-18Article in journal (Refereed)
    Abstract [en]

    This study examines teachers’ accounts of what is happening in practices of the School-age Educare centre (SAEC) when faced with pressure from policy reforms to adopt digital technology and promote digital competence as both a requirement and a right for all children. The aim is to explain anticipated tensions that may produce the (im)possible digital practices of SAECs. The study is conducted with teachers from three SAECs in Sweden. Reflection conversations and interviews were used to produce data that was analysed using a constructivist grounded theory approach. The study contributes to understandings of teachers' main concerns when SAECs are requested to adopt technology and align with reforms. It explains how tensions emerge, impacts SAEC teachers’ actions towards revised curricula and affect the distribution of digital learning activities. Attention is asked to ensure that the rights of also young pupils are upheld in the digital world of today and tomorrow.

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  • 39.
    Stenliden, Linnéa
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Söderman Lago, Lina
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Unequal Distribution of Digital Learning Activities at Leisure Time Centres: Pushing for Educational Change2019In: WERA-IRN Conference Extended Education Practices, Theories and Activities., Stockholm, 2019, p. 55-56Conference paper (Other academic)
    Abstract [en]

    This study examines teachers’ accounts of what is happening in practices of leisure time centres (LTCs) when faced with pressure from policy reforms to adopt digital technology and promote digital competence as both a requirement and a right for all children. The aim is to explain emerging tensions that may produce the (im)possible digital practices of LTCs. The study is conducted with teachers from three leisure time centres in Sweden. Reflection meetings and interviews are used to produce data that was analysed using a constructivist grounded theory approach. The study contributes to understandings of teachers’ main concerns when LTCs encounter new demands and change. It explains how tensions emerge and affect LTC teachers’ actions towards revised curricula and reforms. Thereby, unequal distribution of digital learning activities emerges, which in turn pushes for educational change to ensure that the rights of pupils are upheld in the digital world of today and tomorrow.

  • 40.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Children making sense of transitions2009Conference paper (Other academic)
    Abstract [en]

    The aim of the study will be to study children’s transition from preschool-class to the first compulsory school year.  Children’s transitions during that period will be studied using ethnographic methods, mainly participant observations and interviews, following a group of children during this transition. Seeing social process as a collective phenomenon it is the child groups managing and meaning making of the transition (Gubrium, Holstein & Buckholdt 1994, Corsaro & Molinari 2005) that is in the centre of my attention. The point of departure is to study how children act and shape their own and each others everyday lives rather than seeing children’s lives as something shaped only by adults (James, Jenks & Prout 1998, Corsaro 2005). A child perspective, in the sense that it is children’s meanings and actions that are studied and interpreted, will be used.

  • 41.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Den viktiga övergången från förskoleklass till årskurs ett2014In: förskleforum.seArticle in journal (Other (popular science, discussion, etc.))
  • 42.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Different Transitions: Children’s different experiences of the transition to school2019In: Listening to children's advice about starting school and school age care / [ed] Sue Docket, Johanna Einarsdóttir & Bob Perry, London: Routledge, 2019, p. 55-68Chapter in book (Refereed)
    Abstract [en]

    How do you become a schoolchild? What does it mean to become a schoolchild? For many children around the globe the path from early childhood education to school is probably quite clearly mapped out. Many countries, including Sweden, organize school in a way in which children typically follow their age group through their educational journey. Age is the primary organizing factor for the school class as well as for the content of school. Children attend school with other children in Sweden born the same year. They study school subjects with a content that is adapted to their age and is tested on this content in relation to their age. They are also expected to follow the school's progression in a specific order and in a specific rate. You are a preschool child who becomes a schoolchild, a first grader who becomes a second grader, and a primary school child who become a secondary school child. But what happens when this order is broken and a child does not follow this predicted order? What does it mean for children when they or others do not follow the norm of school progression? In addition, how can teachers work with children that can be said to ‘fail’ the timetable of school? This chapter explores children’s different experiences of transition focusing on children who can be said to derivate from the pace and rate of the transition to school – children with different experiences of starting school.

  • 43.
    Söderman Lago, Lina
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Educational Sciences.
    Ett eget utrymme: Barns perspektiv på kontroll i relation till fritidshemmets gränser2021In: Barn: Forskning om barn og barndom i Norden, ISSN 2535-5449, Vol. 39, no 2-3, p. 15-28Article in journal (Refereed)
    Abstract [en]

    A space of one’s own: Children’s perspectives on control and the boundaries of school-age educare

    This study examines boundaries between school-age educare (SAEC), school, and home, focusing on children’s own experiences in relation to institutional order. The theoretical basis of the study is the sociology of childhood and symbolic interactionism. Interviews with 22 nine to ten-year-olds, who are about to leave SAEC, are analyzed showing that the children’s main concern is control, and that the institutional order of SAEC can be understood as a tension between being controlled and having control. Control in relation to SAEC is understood through border work where SAEC is compared with school as well as home. The border to school is blurred in terms of how the children experience formalized teaching and the border to home is blurred in terms of how the children experience leisure. Two aspects of particular interest to the children are control over activities and control over relationships.

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  • 44.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Expected futures: The role of expectations in transitions2015Conference paper (Refereed)
    Abstract [en]

    Education and children’s schooling can be said to be a place where time, and especially the future, is present. This is a consequence of how education is organized, and is partly due to the fact that the purpose of education is change. This makes expectations of the future an important part of schooling and of transitions in and between types of schooling. The aim of this presentation is to understand what expectations children express about the future in preschool class and how these expectations are used when children make sense of preschool class and the transitions to and from preschool class. The point of departure is to study how socializing activities contributes to transition, and to show how children act and shape their own and each other’s everyday-life (James, Jenks and Prout, 1998) in the preschool class.

    Preschool class is a voluntary type of schooling that Swedish children attend the year they turn six, between preschool and compulsory school. It is a type of schooling with a specific assignment to work with children’s transitions. The Swedish National Agency for Education (2014) stresses that this must be connected both to what children should be prepared for (compulsory school) but also to their past experiences (preschool). In an institution with such a clear preparatory mission, it is important to understand ideas about the future and the past and how these ideas are used in the everyday work with transitions.

    In a previous study Lago (2015) has demonstrated how temporal aspects, such as the future, is an important part of children’s schooling and that future and other temporal aspects are used by the children to create meanings about the specific context of preschool class. Future and change were present throughout the transition process. In this presentation this is studied further by using the concepts of socialization and anticipatory socialization to understand what expectations children have of the future and how these expectations is connected to past experiences and used by children to shapes activities in preschool class. To analyse transition an interpretive approach to socialization is used where socialization can be described as processes through which people understands and give meaning to their social contexts. The focus is on how they gain knowledge about norms of conduct and how they negotiate, as well as adapt to such norms (Corsaro 2005; Gaskins, Miller & Corsaro 1992). The specific activities that contribute to socialization are analysed, and the focus is on how socialization is done rather than on the result of socialization (Wentworth 1980). The notion of anticipatory socialization except this also includes how people adjust their conducts to expectations of the future (Corsaro & Molinari 2005; Wærdahl 2005) and how such expectations are connected to social practice and the expectations of others. The concepts of future orientation and children as “becoming” are also used to analyse the progression of school and transition (Adam, 1995; Hockey & James 1993).

    Methods: To study the transition process, ethnographic methods were used, mostly participant observations and interviews, while following a group of children during their transition from preschool class to first grade. This presentation primarily draws on the interview material since children’s expectations and experiences are in focus, but observed situations of how the children talked about their expectations with each other and their teachers are also used. With ethnographic methods come ethical considerations due to the closeness of the method and research with children. It is important to be sensitive to what the participants express and to the imbalance of power between researcher and participant as well as between adult and child. The closeness is, thus, crucial for an ethnographic approach, since it leads to a better understanding of, for example, how the processes of giving meaning to transitions is done and allows for thick descriptions of the field.

    Results: Being a preschool class child, having been a preschool child, becoming a first grader and doing transitions is not a matter of conforming to already existing contexts. Instead, the transition can be said to concern the creation and re-creation of social practices. Because the transition between preschool class and first grade was marked in different ways, transition became something that must be made sense of. The future and expectations as well as the past and experience become a part of this meaning-making. In the transition children expressed different expectations of how school could or should be like. The results show that although the children expressed excitement about starting school they also talked about school as difficult and boring. When interacting with the children, the teachers more often reinforced negative ideas than they draw on children’s excitement for school. This meant that the future in school was more often constructed as something difficult and boring which also reflected in the children’s ways of dealing the transition from preschool class to school. In line with this preschool was talked about as easier and more fun than preschool class. The children constructed a picture of a schooling that was constantly becoming more difficult and boring.

    The construction of the transition to and from preschool class is thus related to what school is and what it is expected to be. Understandings of children’s expectations are important to be able to work with children doing transition. Knowledge about children’s overall expectations of school is important to be able to work with negative expectations and reinforce children’s positive expectations since this may affect long-term results and attitudes towards education.

  • 45.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Learning to become a first grader: The preschool class as a time of transition2012Conference paper (Other academic)
    Abstract [en]

    In this presentation the transition from preschool class to the first compulsory school year will be analysed. The point of departure is to study what activities are carried through to mark the transition, and in what ways children themselves create meaning of the transition. Concepts such as rites of passage (van Gennep 1960, Turner 1977), status passage (Glaser & Strauss 1971), and priming events (Corsaro & Molinari 2005) will be used to analyse the transition. This is done using an ethnographic approach (mainly participant observations and interviews) by following a group of children during the above mentioned transition.

    The analysis demonstrates that the transition itself can be understood as a process with elements of separation and closure ending the year in preschool class. One such element was the use of expression such as “last time”. It can also be said to contain a liminal phase away from school (the summer holidays) and a phase of initiation in the beginning of first grade. During this period children and teachers together actively negotiated the content and meaning of being in the first grade. When analysing the ways in which the children themselves talked during interviews, a similar pattern emerges. The preschool class was talked about in vague terms and the children did not express a clear image of what it was. When asked to talk about it they used explanations like “It’s how you’re supposed to learn how you’re going to begin first grade”. One boy said, when asked to describe what a preschool class was, that you could call it “in between class”. In other words, the preschool class was talked about as a place for preparation. In this sense, the preschool class becomes the liminal phase between preschool and school. It is the place where children are taken away from one form of being, the preschool child, and are prepared for another form of being, the school child.  

  • 46.
    Söderman Lago, Lina
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Skärningspunkternas didaktik i förskoleklass2021In: Tio forskare om ämnesdidaktik / [ed] Tomas Kroksmark, Lund: Studentlitteratur AB, 2021, p. 195-217Chapter in book (Other academic)
    Abstract [sv]

    I detta kapitel riktas fokus mot skolformen förskoleklass. Förskoleklassen är en ettårig obligatorisk skolform som elever går det år de fyller sex. Centralt i förskoleklassens uppdrag är att vara en inkörsport till grundskolan genom att överbrygga skillnader mellan förskola och grundskola och länka samman dessa skolformers undervisning, uppdrag och traditioner för att eleverna ska få en smidig övergång. Vilka är villkoren för lärares didaktiska ställningstaganden i en sådan undervisningspraktik? I detta kapitel förs resonemang om undervisning i förskoleklass samt hur villkoren i förskoleklass påverkar svaren på de didaktiska frågorna vad, varför, hur och för vem. I förskoleklass sätter dessa frågor fokus på en rad skärningspunkter när förskolans tradition möter skolans tradition. I detta kapitel diskuteras skärningspunkterna: Lekfullt lärande/formaliserad undervisning; Elevers intressen/läroplan och målstyrning; Mål att erbjuda möjligheter/mål att uppnå; Förbereda/här och nu; Helhet/(ämnes-)uppdelat.

  • 47.
    Söderman Lago, Lina
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ”Var ska jag vara då?”: Om platsens betydelse för att skapa mening om fritidshem, förskoleklass och årskurs ett2017In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 81-102Article in journal (Refereed)
    Abstract [en]

    This article focus on how pupils and teachers understand preschool class, school and Leisure Time Centre (LTC) in relation to place. To understand how place is used the concepts of spatial integration and separation are used. The study builds on participant observations – following a group of children during their transition from preschool class to school – observed situations where children and adults talk about LTC are analyzed. The results show that the spatial integration of LTC and preschool class made the children understand them as more alike than the spatial separated LTC and first grade. The results also show that in addition to place, time was significante and that children and adults related time to place in different ways. Children primarily understood different school activities in relation to place and mobility, whereas adults more often refered to clock time in the meaning making processes.

  • 48.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Ackesjö, Helena
    Linnéuniversitetet, Växjö, Sweden.
    Persson, Sven
    Malmö universitet, Malmö, Sweden.
    Erkännandets dynamik: Förskoleklasslärarestolkningar av ny läroplanstext2018In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 1, no 1, p. 7-25Article in journal (Refereed)
    Abstract [en]

    wedish preschool class got its first specific curriculum in <:;>. ecause of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analy+e how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. ew institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The re-­‐sults show that parallel processes of recontextuali+ation are initiated when new curriculum is confronted with the teachers6 interpretations of their as-­‐signment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. ven though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also inte rpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the educa-­‐tion system.

  • 49.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bötrius, Caroline
    Norrköpings kommun, Sweden.
    Elevers perspektiv på läsning i grundskola och fritidshem2021In: Venue, ISSN 2001-788X, no 19Article in journal (Other academic)
    Abstract [sv]

    Att lära elever att läsa är något som ofta ses som en huvuduppgift i skolans tidiga år. Under senare år har även fritidshem kommit att lyftas fram som en viktig arena för elevers läsutveckling. I denna text undersöks hur elever beskriver läsningens funktion och roll i skola och fritidshem. Att förstå hur elever resonerar är en viktig utgångspunkt för lärares arbete såväl i skola som i fritidshem.

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  • 50.
    Söderman Lago, Lina
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Avslutande reflektion2022In: Barn i fritidshem / [ed] Helene Elvstrand & Lina Lago, Stockholm: Liber, 2022, 1, p. 219-229Chapter in book (Other academic)
    Abstract [sv]

    Bokens olika kapitel bidrar till att vidga och problematisera bilden av fritidshems verksamhet genom resonemang om fritidshemsläraresarbete med barns erfarenheter och upplevelserav fritidshem. Det går att hitta flera starka argument för varför barns egna perspektiv på fritidshem i relation till olika frågor behövs. Sådana argument går att hitta såväl i fritidshemmets uppdrag där elevers perspektiv är starkt framskrivet i exempelvis läroplanen som i en fritidspedagogisk tradition. Att ha kunskap om och utgå från barns perspektiv kan både bidra till att utveckla barns färdigheter genom att undervisningoch aktiviteter kan formas på ett sätt som både utgår från och utmanar barnen utifrån deras faktiska erfarenheter och förmågoroch bidra till att höja motivationen.

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