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Pedagogical work with children´s relationships in leisure-time centres
Linnaeus University, Faculty of Social Sciences, Department of Education.
2015 (English)In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Research topic/aim This thesis aims to make a contribution to our current understanding regarding leisure-time pedagogues’ work with children’s relationships. Here focus is placed on the collective action repertoire as expressed by two different groups of leisure-time pedagogues. The research questions addressed are: How do leisure-time pedagogues work with children’s relationships and how do they view such relationships? What communities do they identify? What qualities in children’s relationships do they regard as desirable? Theoretical and methodology framework The theoretical framework of this study is based on Wenger’s (1998) social theory regarding learning in communities of practice, as well as Gergen’s theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues’ work with and talk about children’s relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age. Conclusions /findings The pedagogues’ action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues’ action repertoire based on normative thinking, where different relational competences are ascribed to children. Some children are described as relationally competent while other children, who do not adapt themselves in a desirable manner, are described as having difficulties adjusting their relational competence. The results also reveal a lack of guidelines for handling the variety of differences in children’s relationships and display the lack of a common professional language for verbalizing children’s relational work. Relevance to Nordic educational research In Sweden more than 80% of the children between 6 and - 9 years old are enrolled in the leisure time centre. It is worth to raise questions about the leisure-time centres in a Nordic perspective and exchange experiences.

Place, publisher, year, edition, pages
2015.
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Pedagogics; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-55764OAI: oai:DiVA.org:lnu-55764DiVA: diva2:955660
Conference
NERA 2015, 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015
Available from: 2016-08-25 Created: 2016-08-25 Last updated: 2016-08-30Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf