Barn lär sig genom deltagande i meningsfulla aktiviteter därför är det relevant att studera vad elever anser som meningsfullt. Forskning har visat att skapande aktiviteter har en positiv inverkan på hälsan, därför ansågs det väsentligt att studera hur elever upplever skapande aktiviteter.

Syfte: Examensarbetet syftar till att beskriva val av meningsfulla aktiviteter och upplevelsen av skapande aktiviteter hos elever i årskurs två.

Metod: Metoden är en integrerad design där författarna studerade vad elever i grundskolan anser som meningsfullt och även mer specifikt studerade vad elever anser om skapande aktivteter. Ett bekvämlighetsurval ägde rum på en grundskola i södra Sverige där inklusionskrite-rierna var både flickor och pojkar i årskurs två. I datainsamlingen deltog 15 elever. Datainsamlingsinstrumentet CHILD (Children, Health, Intervention, Learning and Development) som är ett strukturerat intervjuformulär med slutna frågor tillämpades. Som komplement till instrumentet användes en intervjuguide med öppna och semistrukturerade frågor.

Resultat: Resultatet visar även att det fanns individuella skillnader mellan elevers val av meningsfulla aktiviteter. Inga större skillnader på vilken skapande aktivitet som ansågs roligast kunde avläsas. Samtliga elever ansåg det som viktigt att gå i skolan. Samtliga elever var ofta med kompisar varav majoriteten av dessa ansåg det som viktigt.

Slutsats: Teoretiska ämnen och fysiska aktivteter ansågs mer meningsfullt än skapande aktiviteter. 

Children learn by participating in meaningful activities, therefore it is relevant to study what pupils consider as meaningful. Results from scientific studies have shown that creative activities has had a positive effect on peoples health, therefore its important to study how primary school students experience creative activities.

Aim: The aim was to study the primary school students’ choice of meaningful activities and their experience of creative activities in school.

Method: The method is an integrated design in which the authors on the one hand studied what students in primary school considered as meaningful activities. On the other hand more specific studied what pupils thought of creative activities. A convenience sample took place at a primary school in south Sweden where the inclusion criteria were; boys and girls from second grade. In the data collection 15 students participated. The tool used for the collection of data was the CHILD (Children, Health, Intervention, Learning and Development), a structured interview form with closed questions. An interview guide with open and semi structured questions was used as a complement to CHILD.

Result: The result showed that most of the students defined theoretical and physical subjects as meaningful. No major difference concerning which creative activities that were defined as most fun was shown. All participants thought it was important to go to school. All students were often with friends and the majority of the group thought it was important to be with friends.

Conclusion: Theory subjects and physical activities were considered more meaningful than creative activities.