“I don't want just to sit on a chair three hours” – Children’s experiences of daily life in school-age educare in Sweden
Hauptsächlicher Artikelinhalt
Abstract
The aim of this study is to contribute knowledge about how children themselves experience their daily lives in Swedish School-Age Educare (SAEC) and how these experiences can be understood in terms of comprehensibility, manageability, and meaningfulness, which are the components of Antonovsky’s (1987) Sense of Coherence theory. To gain insight into children’s perspectives, a mosaic approach was applied, allowing children to draw and participate in group discussions. The study includes 60 children from five different SAECs. The data is analysed deductively, using the three SOC components as a framework. The results reveal that the components are interconnected and affect one another. Children highlight the importance of having opportunities to play and spend time with friends. In this, teachers play a vital role, not only in providing engaging activities but also in maintaining structure, which helps children make sense of their time at the SAEC. Furthermore, the study finds that strict routines and a lack of influence can lead children to perceive their time at the SAEC as less meaningful, making it difficult to understand why certain things are done in specific ways. By applying SOC theory, the study enhances knowledge of what children consider important, ultimately contributing to a stronger sense of coherence.
Keywords: deductive analysis, everyday practices, children’s perspective, school-age educare, sense of coherence
Bibliography: Elvstrand, Helene/Boström, Lena: “I don't want just to sit on a chair three hours” – Children’s experiences of daily life in school-age educare in Sweden, Vol. 13, Issue 2-2025, pp. 28-45.
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