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  • 401.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fantasidiskurser och estetiska framföranden i barns lek2007Conference paper (Refereed)
  • 402.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolebarns gemensamma kunskaper om ålder2006Conference paper (Refereed)
  • 403.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolebarns gemensamma lekar: mening och innehåll2004Book (Refereed)
    Abstract [sv]

    Förskolebarns gemensamma mening kommer till uttryck i deras lek. Barn är sociala aktörer som utmanar sin omgivning och prövar nya mönster i leken. Den här boken visar att sammanhang och helheter är viktiga för barnen och att de är medvetna om lekens förutsättningar både materiellt, socialt och emotionellt. Boken hjälper läsaren att förstå hur leken ter sig ur barnets perspektiv och hur vi ska tolka dess mening och innehåll. I lekens kulturella teman reflekterar barnen om livet och de handskas med maktrelationer både i familjen och i samhället. I leken visar barnen att de kan ta ansvar för sin situation genom att skapa lösningar på olika problem. Barnen använder kommunikationen i leken som ett redskap för att utveckla och upprätthålla status och positioner i kamratkulturen

  • 404.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolebarns lek: - en arena för kulturellt och socialt meningsskapande (ISSN 1403-80992002Doctoral thesis, monograph (Other academic)
  • 405.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förändrade relationer mellan lärare och föräldrar i förskolan: aspekter av en förändrad lärarprofession2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 4/5, p. 246-267Article in journal (Refereed)
  • 406.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Grounds for values and attitudes: Children's play and peer-cultures in Pre-school2006In: Journal of Early Childhood Research 4 (1) 77-88Article in journal (Refereed)
    Abstract [en]

    Abstract

    This study discusses how children make use of the content in play to get a superior status position in their peer-culture and some implications for values education. Observations of children age 3-6 years were accomplished during their free playtime in pre-school and both field notes and videotape recording were used for data collection.

    Analysis of content in childrens peer-cultures was carried out through Corsaros perspective of interpretive reproduction. The social structure in childrens peer-culture is of great importance and by interpreting communication in play, strategies were found where status positions developed. Results show that pre-school children both make use of and contribute to attitudes and values on inequality and justice.

  • 407.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    I leken ger barn uttryck för en gemensam kunskap2001In: Utbilder, ISSN 1100-1216, Vol. 3-4Article in journal (Other (popular science, discussion, etc.))
  • 408.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Individualization and status positioning: What is going on in pre-school settings?2004Conference paper (Refereed)
    Abstract [en]

    Abstract

    Recently, a national evaluation report points at some possible risks with an increasing individualization in Swedish pre-schools, like failing to pay attention to childrens function in social and pedagogical context. At the same time, previous research has shown that children use the content in play to get a higher position in the peer-group and how children developed specific cultures during a school year, holding mechanism to exclude some peers and to include others. This raised questions about what is going on in pre-school.

    This paper defines and discusses different kinds of individualization processes related to pre-school as: formation of the human being; meritocracy individualization and political individualization.

    The aim of the paper is to test and discuss a theoretical model for analysing and conceptualizing complex events within childrens social knowledge domains with special focus on the individual collective dimension. Analyses of a play sequence were carried out from the perspective of childrens agency and show further what we may call a relational individualization process.

  • 409.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Individualization in pre-school settings2005In: Kapet, Karlstads universitets pedagogiska tidskriftArticle in journal (Other academic)
  • 410.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kamratkultur2008In: Förskoletidningen, Vol. 33 (3), p. 26-29Article in journal (Other (popular science, discussion, etc.))
  • 411.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kamratkulturer i förskolan: en lek på andras villkor2007Book (Refereed)
    Abstract [sv]

    Kamratkulturer i förskolan presenterar såväl teoretiska som empiriska aspekter på barns kamratkulturer. En central del handlar om det praktiska lärararbetet i relation till kamratkulturer och hur ökad kunskap om kamratkulturer kan användas i arbete med till exempel värdegrundsfrågor

  • 412.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kung, Snövit eller Mamma: spelar det någon roll?2003In: Utbilder, ISSN 1100-1216, no 1Article in journal (Other (popular science, discussion, etc.))
  • 413.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    LEK- innehåll som förståelse och möjlighet till förändring2002In: Förskoletidningen, Nr 6 2002Article in journal (Other (popular science, discussion, etc.))
  • 414.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lek om liv och död2004In: Barn : nytt fra forskning om barn i Norge, ISSN 0800-1669, no 3, p. 33-44Article in journal (Other academic)
    Abstract [sv]

    När frågor om barns förståelse om liv, död och svårigheter aktualiseras är det också viktigt att förstå hur barn handskas med dessa i sina egna aktiviteter tillsammans med barn på förskolan. Vad är det egentligen barn förstår om hur och varför man dör och vad innebär det att vara död? Och hur kan vi vuxna bemöta deras förståelse

  • 415.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Leken handlar om själva livet2003In: Förskolan (7) 43-45Article in journal (Other (popular science, discussion, etc.))
  • 416.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Maktspel i lekdiskurser2009In: Leka för att lära / [ed] Jensesn, M; Harvard, Å, Lund: Studentlitteratur , 2009Chapter in book (Other academic)
  • 417.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Några reflexioner från ett besök i Vadodara, Indien i november 20052006In: OMEP-nytt sid 8-12Article in journal (Other (popular science, discussion, etc.))
  • 418.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Preschool children’s social knowledge domains2011Conference paper (Refereed)
  • 419.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pre-school teachers' conceptions of children's chaotic play2005In: Play: An interdisciplinary Synthesis. Play and culture studies , vol 6 2005Article in journal (Refereed)
    Abstract [en]

    Abstract

    Pre-school teachers are confronted with a diversity of play theories, but chaotic play is hardly ever a part of these theories, although it is a part of childrens activity. Interviews with 12 pre-school teachers show four different views of childrens chaotic play. To see chaotic play as a need for childrens physical practise is basic for all teachers. The other three views appear as figures, where previous experiences, skills and expectations constitute the frames of reference they use to interpret chaotic play. It deals with the conception as a danger, it is noisy and inconvenient and must be moderated and the teachers focus on order and structure. Another view, supply meaning means on the one hand directing the childrens play, on the other hand, inspiring fantasy and imagination. To perceive meaning means to focus on the childrens own ability, chaotic play is essentially meaningful for the children.

    Play is taken for granted among pre-schoolteachers, it is seldom a part of their planned activity and chaotic play is not discussed at all.

  • 420.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Status positions among pre-school children: Snow White, the sleeping Beauty or the King, does it matter?2003Conference paper (Refereed)
    Abstract [en]

    This study shows that children make use of the content in play to get a superior position in their peer-culture.

    Observations of children age 3-6 years were accomplished during their free playtime and both field notes and videotape recording were used for data collection.

    Analysis was carried out through Corsaros (1997) perspective of interpretative reproduction in childrens peer-cultures. The social structure in childrens peer-culture is of great importance and by interpreting the implicit communication in play, different strategies were found where status positions developed. Negotiations of roles and role-characters were also negotiations of positions and children used both the environment and props in play to position themselves as well as their peers.

  • 421.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Status positions in children's play2002Conference paper (Refereed)
    Abstract [en]

    Abstract

    This study shows that children make use of the content in play to get a superior position in their peer-culture.

    Observations of children age 3-6 years were accomplished during their free playtime and both field notes and videotape recording were used for data collection. Analysis of communication was carried out through a sociocultural perspective.

    The social structure in childrens peer-culture is of great importance and by interpreting the implicit communication in play I found different strategies where status positions developed. Negotiations of roles and role-characters were also negotiations of positions and children used both the environment and props in play to position themselves as well as their peers.

  • 422.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teacher-parent relations and professional strategies: A case study on documentation and talk about documentation in a Swedish preschool2014In: Australasian Journal of Early Childhood, ISSN 0312-5033, Vol. 39, no 3, p. 103-110Article in journal (Refereed)
    Abstract [en]

    THE ARTICLE IS FRAMED by a project designed to study the teacher profession in a current Swedish preschool through work on systematic documentation of quality. Questions deal with how teachers handle the demands on visibility, how they perform and what aspects of the teaching profession will be exposed and what parts will be silenced. This article examines documentation directed towards parents in one public preschool setting over a school year. Apart from weekly parental letters, the data consisted of observations from a staff meeting focusing on teachers' talk while producing the yearly quality account (QA), the content of the final written QA and a follow-up interview. In this case, the requirement of involving the parents in the work on systematic documentation is a traditional but recently clearly expressed policy in the Swedish Education Act. Analysis is based on theories of education policy and how the policy needs to be handled in the local context by the teachers, and theories on the teacher profession and professionalism. The results show that professional strategies like keeping distance vs. keeping closeness are connected to teacher-parent relations such as trust and mate relations. Teacher-parent relations as emotional were found in talks about documentation, and professional strategies to obscure and neutralise were found in relation to the QA.

  • 423.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The funeral a study of children's shared meaningmaking and its developmental significance2005In: Early Years: an international journal of research and development, 25(1)Article in journal (Refereed)
    Abstract [en]

    Abstract

    This article argues the need to examine communication in joint play situations rather than individual assessments in solitary play situations when childrens development is focused. Informed by Bakhtins dialogical and Moscovicis interactionist perspectives, observations were made of interaction between two girls, aged 3 ½ and 4, playing at holding a funeral ceremony, in the setting of a Swedish pre-school. The analysis shows that new knowledge occurred through negotiations of appropriate actions in play. The childrens interactions resulted in shared meaning-making of the funeral as a ritual of revival.

    Key words: shared meaning-making; joint play; pre-school children; social representations.

  • 424.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Vad har de för sig i skolan efter klockan 3?: Installationsföreläsning, 15 september 20102010In: Kapet, ISSN 1653-4743, Vol. 1, no 1, p. 5-14Article in journal (Other academic)
    Abstract [sv]

    Den här föreläsningen handlar om fritidshem och hur lärare berättar om den verksamhet som de arbetar med och om hur barnen iscensätter sin fritidshemsverksamhet . Resultaten som presenteras kommer från en pågående studie om kunskapsmöjligheter i svenska fritidshem som jag arbetar med tillsammans med mina kollegor Tomas Saar och Maria Hjalmarsson inom UBB – Utbildningsvetenskapliga studier av barn och barndom.

  • 425.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Who gets to play? Peer groups, power and play in early childhood settings2009In: Challenging Play: Critical perspectives on pedagogy, play and early childhood education / [ed] Brooker, L. & Edwards, S. (Eds.),, Berkshire: Open University Press , 2009Chapter in book (Other academic)
  • 426.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013). Karlstad University, Faculty of Arts and Education, Department of Education.
    Folke-Fichtelius, Maria
    Uppsala universitet.
    Förskolans nya kostym: Omsorg i termer av lärande och kunskap2014In: KAPET, ISSN 1653-4743, Vol. 10, no 1, p. 1-14Article in journal (Other academic)
    Abstract [sv]

    Den här artikeln är en del av ett projekt som studerar förändringar i förskollärarprofessionen i den svenska förskolan. Projektet tar avstamp i kravet på lärarna att arbeta med att dokumentera förskolans kvalitetsarbete. De övergripande frågor som ställs handlar om hur förskollärarna i relation till arbetet med dokumentation visar upp sin verksamhet och i samband med detta vilka delar som visas upp och vilka delar som tystas och osynliggörs.

     

    Som en del av projektet studerar vi särskilt innebörder i begreppet omsorg i relation till dokumentationsarbetet. Tidigare studier inom projektet visar att omsorg är ett otydligt begrepp i dokument om förskolans verksamhet. Den här artikelns empiriska material består av observationer från personalmöten på förskolan samt intervjuer med förskolechefer och förskollärare när de diskuterar arbetet med att dokumentera kvalitetsarbetet i förskolan. Specifika analytiska redskap har hämtats dels från utbildningspolitiska teorier samt från teorier om lärarprofessionalism där mjuka värden som omsorg och närhet lyfts fram som viktiga kännetecken i förskollärares profession.

     

    Resultaten visar att förskollärare och deras chefer inte talar om omsorg i särskilt stor utsträckning och när begreppet nämns så framhålls svårigheter med att beskriva och dokumentera innebörder av omsorg. För att hantera dessa svårigheter utvecklas skilda professionella strategier som handlar om att fly undan utmaningarna på olika vis och att omsorg som begrepp i förskolans verksamhet ges nya innebörder i termer av lärande och kunskap.

     

  • 427.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Discourses on comfort and to be pleasant: parts of children's social knowledge domains2005Conference paper (Refereed)
  • 428.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Diversity in pre-school: Defusing and maintaining differences2008Conference paper (Refereed)
  • 429.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Limits of care: violating caring values2010Conference paper (Refereed)
  • 430.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Och jag har redan fyllt fyra år: kunskaper om och användning av ålder barn barn i förskolan2006In: BARN- Norsk senter for barneforskning (4) 45-63Article in journal (Refereed)
  • 431.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Power and participation. Social representations among children in pre-school2006In: Social Psychology in Education. 9:179-194Article in journal (Refereed)
  • 432.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Spaces of participation in pre-school: arenas for establishing power orders?2007In: Children & Society, 231 328-338Article in journal (Refereed)
  • 433.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The paradox of the anyone can join-rule2003Conference paper (Other (popular science, discussion, etc.))
  • 434.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    The paradox of the anyone-can-join rule2004Conference paper (Refereed)
  • 435.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hägglund, Solveig
    Skånfors, Lovisa
    Förskolebarns sociala kunskapsdomäner ett sätt att tillsammans förstå, hantera och ordna den sociala vardagen2008In: Resultatdialog, 2008. Forskning inom utbildningsvetenskap (pp. 53-57)Article in journal (Other (popular science, discussion, etc.))
  • 436. Löfdahl, Annica
    et al.
    Hägglund, Solveig
    Skånfors, Lovisa
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förskolebarns sociala kunskapsdomäner - ett sätt att tillsammans förstå, hantera och ordna den sociala vardagen2008Conference paper (Other (popular science, discussion, etc.))
  • 437.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Lindqvist, Gunilla
    Lekens roll i förskolan2001Conference paper (Refereed)
    Abstract [sv]

    Abstract



    The role of play in pre-school



    There is still an ambiguity towards play, which makes the role of play in pre-school confusing. Play is important, though it has not been educationally developed.

    We believe it depends on the theoretical connection of developmental psychology with stage theory and the lack of social and historical context in combination with a romantic attitude towards play as something metaphysical from society and culture.

    When using the discussion of the competent child there is still a risk that adults neglect to participate in childrens play since such an opinion supports the approach that children can play by themselves.

    Thereby, the discussion of the competent child must start from children's participation in knowledge and meaning making. An account of both child development and childrens play must use social and cultural terminology where the dialogue between children and adults is emphasized and where the content of play is important.

  • 438.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Perez Prieto, H
    Gustafson, K
    School transport in change2010Conference paper (Refereed)
  • 439.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Hector
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Institutional Narratives within the Performative Preschool in Sweden: 'if we write that we're no good, that's not good publicity!'2009In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 29, no 3, p. 261-270Article in journal (Refereed)
    Abstract [en]

    An increasingly important part of the work of preschool staff in Sweden today is to present their activities outwardly, including producing and presenting quality accounts of their activities and making them visible to a public audience. To grasp the local narratives, interviews were conducted with a few teachers and their school leader, aiming to describe how they reason about the work of formulating their activities in publicly accessible documents, and the consequences of this work. Theoretical concepts used for analysis and conclusions are performativity, which views performances as a means of control and change, and institutional narratives, as means to understand the effects of the local context on how activities and teaching are performed. Results show that the staff find and discuss detours in the presentation of their activities, where possible failings are made opaque. Paradoxically, such ‘detour actions’ will at the same time be disciplinary as the teachers adjust to the logic of performativity. Implications for policy and practice are discussed.

  • 440.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Hector
    Pedagogical work in pre-school: content and positions of the teachers' activities2006Conference paper (Refereed)
  • 441.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Hector
    Teachers narratives within the performative pre-school: We dont sell us, because no one will buy us2008Conference paper (Refereed)
  • 442.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Hector
    The performative pre-school2007Conference paper (Refereed)
  • 443.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Hector
    The performative pre-school- Narratives about the best practice2007Conference paper (Refereed)
  • 444.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, HéctorKarlstad University, Faculty of Arts and Education, Department of Education.
    Barn, barndomar, rättigheter och utbildningar: Vänbok till Solveig Hägglund2012Collection (editor) (Other academic)
    Abstract [en]

    Bidragen i den här vänboken handlar alla om de teman som ständigt varit aktuella i Solveigs Hägglunds vetenskapliga gärning. Det vill säga, texterna handlar om barn och barndomar, om barns rättigheter och om de villkor som är förenade med utbildning för barn. Bidragen belyser den forskning som våren 2012 är aktuell vid avdelningen för utbildningsvetenskap vid Karlstads universitet författade av före detta doktorander och av kollegor till Solveig.

    Denna vänbok tillägnas vår kollega Solveig Hägglund, professor emerita i pedagogik vid Karlstads universitet.

  • 445.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Narratives about "the best practice" in pre-school2007Conference paper (Refereed)
  • 446.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pedagogical work in pre-school - content and positions of the teachers' activities2006Conference paper (Refereed)
  • 447.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Teachers' narratives within the performative pre-school: "We don't sell us, because no one will buy us"2008Conference paper (Refereed)
  • 448.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The performative preschool - institutional narratives about teachers, children and preschool practices2007Conference paper (Refereed)
  • 449.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Saar, Tomas
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hjalmarsson, M
    Everyday practice in after school settings/Leisure-time centres2010Conference paper (Refereed)
  • 450.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Saar, Tomas
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fritidshemmets potentiella didaktik och barns och pedagogers gemensamma möjligheter2011In: Fritidspedagogik – Fritidshemmets teorier och praktiker / [ed] A. Klerfelt & B. Haglund, Stockholm: Liber, 2011, p. 42-60Chapter in book (Refereed)
    Abstract [sv]

    Det här kapitlet beskriver och diskuterar vi om fritidshemmen, de vardagliga praktiker och den möjliga didaktik som utvecklas och tar form däri.  Det handlar om skolbarnsomsorgen - eller fritids – dvs.  loven och tiden före och efter den ordinarie skoldagen. Skolan har sedan länge varit en viktig kugge i byggandet av den Svenska välfärdsstaten och har varit föremål för omfattande forsknings- och utredningsinsatser, likväl som för utbildningspolitiska ambitioner och beslut. I jämförelse med de didaktiska metoder, kunskapstest, individuella kunskapsmål och kognitiva förmågor som idag betonas i förskolan och skolan, menar vi att fritidsverksamheten under senare tid hamnat i ett slags ideologiskt och pedagogiskt vakuum och dess funktion som pedagogisk institution blivit allt mindre synlig. Istället beskrivs fritidshemmet utifrån den verksamhet som bedrivs där och ofta utifrån en polär logik, där till exempel lärande konstrueras i motsats till omsorg och där meningsfullhet ställs i relation till brist på planering.

    Kapitlet utgör en del av ett större projekt om fritidshem som studerar hur olika faktorer ordnar och reglerar verksamheten, men också hur den ständigt förändras och skapar nya möjligheter. I den här texten vill vi diskutera hur fritidshemmen kan förstås och beskrivas som en didaktisk arena. I vår tillämpning av didaktikbegreppet innebär det att artikulera verksamheten utifrån vilka kunskapsmöjligheter, utveckling och skapande av förändring och innebörder som fritidshemmen öppnar för. Genom detta vill vi utmana en förståelse av didaktik som utgående från fördefinierade kunskapsmål (vad), generella modeller för kunskapsdistribution (hur) och normeringar av värden (varför).

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