Abstract
This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals’ perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner’s (2005) bioecological system theory as a raster, which gives a didactic view on the principals’ governing of the SAEC. Three themes were identified in the principals’ perspectives, which are the core aim of the work in the SAEC, the staff’s approach and pupils’ democratic learning. The results suggest that the perspective of the principals is characterized by having the pupil in focus.
Highlights
The aim of this article is to investigate social learning in the Swedish School-Age Educare (SAEC) from the perspective of principals
The results are presented, based on the themes produced in the analysis, to answer the research question of what characterizes the principals’ views on social learning in school-age educare
The results imply that the principals express mutual descriptions of social learning to be the core aim of the educational programme in school-age educare
Summary
The aim of this article is to investigate social learning in the Swedish School-Age Educare (SAEC) from the perspective of principals. In Sweden, the SAEC is integrated with compulsory schools, it is regulated by the same legislation, The Education Act (SFS 2010:800), and the activities are guided by the same curriculum (Swedish National Agency for Education [SNAE], 2019). The activities are termed educational programme, with a pronounced role to complement pupil’s learning in school. This indicates a knowledge-based focus, which has grown in recent decades (Haglund, 2009; Hjalmarsson, Löfdahl Hultman & Warin, 2017; Närvänen & Elvstrand, 2014). In the section of the IJREE Vol 8, Issue 1/2020, pp.
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