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Lekens rolle i skandinaviske skolefritidsordninger og fritidshjem
Norges teknisk-naturvitenskapelige universitet (NTNU).
Norges teknisk-naturvitenskapelige universitet (NTNU).
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
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2014 (Norwegian)In: Barn, ISSN 0800-1669, Vol. 32, no 3, 107-122 p.Article in journal (Refereed) Published
Abstract [en]

In a general comment on article 31 UN warns against an increasing pressure for learning. A consequence of this is that children`s free spontaneous play is marginalized and that children’s spontaneous play is under pressure. With this as our backdrop we will do a close reading of how play is presented in the official documents regarding children`s institutionalized leisure in after-school programs in Denmark, Norway and Sweden. Our reading show that there is room for interpretation and that the official documents are open to an understanding of play as something instrumental. This is in line with what we interpret as a dominating perspective on play. Our reading also shows that the documents are open up to a change of perspective where play is regarded for its own value. 

Place, publisher, year, edition, pages
2014. Vol. 32, no 3, 107-122 p.
Keyword [no]
SFO, fritidshjem, lek, styrningsdokument, Skandinavien, Barnekonvensjonen
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hj:diva-25443Local ID: HLKLivslångtIS, HLKSkolnäraISOAI: oai:DiVA.org:hj-25443DiVA: diva2:774930
Available from: 2014-12-29 Created: 2014-12-29 Last updated: 2015-02-05Bibliographically approved

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