Leisure-Time Centres: Social Pedagogical Tradition in Educational Practice

Autor/in	Lager, Karin
Titel	Leisure-Time Centres: Social Pedagogical Tradition in Educational Practice
Quelle	In: Early Child Development and Care, 189 (2019) 12, S.2005-2017 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lager, Karin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1429425
Schlagwörter	Leisure Time; Educational Quality; Discourse Analysis; Municipalities; Educational Policy; Social Development; Child Care Centers; Principals; Systems Approach; Theory Practice Relationship; Foreign Countries; Policy Analysis; Standards; After School Programs; Preschool Children; Teacher Attitudes; Administrator Attitudes; Play; Sweden + Suchen Sie Ihr Suchwort? Freizeit; Quality of education; Bildungsqualität; Diskursanalyse; Magistrat; Politics of education; Bildungspolitik; Soziale Entwicklung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Principal; Schulleiter; Systemischer Ansatz; Theorie-Praxis-Beziehung; Ausland; Politikfeldanalyse; Standard; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerverhalten; Spiel; Schweden
Abstract	This article is positioned in the context of a discussion about an increasing focus on quality in education. The aim of the article is to explore discourses enacted in Systematic Quality Work (SQW) in municipalities and leisure-time centres. In Sweden, SQW comes within the statutory obligations of municipals and leisure-time centres and constitutes a significant part of teachers' work. The article explores how local policy-makers, a principal, and two teachers enact SQW policy and transform it into practice. The findings are discussed as recontextualized discourses, norms, and traditions in the various actors' enactment of SQW in discursive practices. Educational discourse is recontextualized in the studied municipalities, highlighting the norms according to routines and models of SQW in compulsory schools. When SQW is recontextualized in the leisure-time centre, a social pedagogical discourse that highlights children's social and relational learning is reproduced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01