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Det möjliga mötet. En studie av fritidspedagogers förhållningssätt i samspel med barngrupper inom skolbarnsomsorgen

Ursberg, Maria (1996) In Studia Psychologica et Pedagogica 122.
Abstract
The overall purpose of this study is to describe and analyze the attitudes and behaviour of leisure time teachers. Attention will be paid to relevant features of the topic primarily addressed with regard to the interplay between teacher and child. The investigation has a qualitative inception where five leisure time teachers are observed with video recordings. Characteristics appear in the main category "social order and group control" which have a dominating and controlling function for attitude and behaviour.



Based on these characteristics, three interaction styles are derived. "Interaction style 1" is characterized by the social order's having an established structure, i.e. there are well-established routines for... (More)
The overall purpose of this study is to describe and analyze the attitudes and behaviour of leisure time teachers. Attention will be paid to relevant features of the topic primarily addressed with regard to the interplay between teacher and child. The investigation has a qualitative inception where five leisure time teachers are observed with video recordings. Characteristics appear in the main category "social order and group control" which have a dominating and controlling function for attitude and behaviour.



Based on these characteristics, three interaction styles are derived. "Interaction style 1" is characterized by the social order's having an established structure, i.e. there are well-established routines for attendance, division into groups, ordering of priorities and division of labors which are consistently used. "Interaction style 2" is characterized by a social order with an open and flexible structure. One basic prerequisite is the adult's sensitivity to the children's interests, desires and capabilities. The children participate on all the different levels of the planning, and the teacher functions as a partner in discussions, a coordinator and an organizer. "Interaction style 3" is characterized by a social order with a structure that is closed and controlled by the adult. The leisure time teacher has a Platonic image of social order, and a detailed agenda for how routine situations will turn out, how norms and rules are to be observed, and how the content and organization of activities are to be implemented. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • unknown], [unknown
alternative title
The Promising Meeting. A Study of The Leisure Time Teacher's Attitude and Behaviour in Interplay with Groups of Children under Auspices of School-age Child Care
publishing date
type
Thesis
publication status
published
subject
keywords
teacher behaviour, teacher attitude, social order, social interaction, school-aged child care, After school center, leisure time teacher, Pedagogy and didactics, Pedagogik, didaktik
in
Studia Psychologica et Pedagogica
volume
122
pages
259 pages
publisher
Almqvist & Wiksell International
defense location
sal E 122, Lärarhögskolan i Malmö
defense date
1996-05-03 10:15
external identifiers
  • other:ISRN: LUSADG/(SAPP-1057)1-259(1996)
ISSN
0346-5926
ISBN
91-22-01710-0
language
Swedish
LU publication?
no
id
c7a2ddb4-8e61-4dca-a651-febd8b5d8cd6 (old id 27643)
date added to LUP
2007-06-05 15:29:50
date last changed
2016-09-19 08:44:54
@phdthesis{c7a2ddb4-8e61-4dca-a651-febd8b5d8cd6,
  abstract     = {The overall purpose of this study is to describe and analyze the attitudes and behaviour of leisure time teachers. Attention will be paid to relevant features of the topic primarily addressed with regard to the interplay between teacher and child. The investigation has a qualitative inception where five leisure time teachers are observed with video recordings. Characteristics appear in the main category "social order and group control" which have a dominating and controlling function for attitude and behaviour.<br/><br>
<br/><br>
Based on these characteristics, three interaction styles are derived. "Interaction style 1" is characterized by the social order's having an established structure, i.e. there are well-established routines for attendance, division into groups, ordering of priorities and division of labors which are consistently used. "Interaction style 2" is characterized by a social order with an open and flexible structure. One basic prerequisite is the adult's sensitivity to the children's interests, desires and capabilities. The children participate on all the different levels of the planning, and the teacher functions as a partner in discussions, a coordinator and an organizer. "Interaction style 3" is characterized by a social order with a structure that is closed and controlled by the adult. The leisure time teacher has a Platonic image of social order, and a detailed agenda for how routine situations will turn out, how norms and rules are to be observed, and how the content and organization of activities are to be implemented.},
  author       = {Ursberg, Maria},
  isbn         = {91-22-01710-0},
  issn         = {0346-5926},
  keyword      = {teacher behaviour,teacher attitude,social order,social interaction,school-aged child care,After school center,leisure time teacher,Pedagogy and didactics,Pedagogik,didaktik},
  language     = {swe},
  pages        = {259},
  publisher    = {Almqvist & Wiksell International},
  series       = {Studia Psychologica et Pedagogica},
  title        = {Det möjliga mötet. En studie av fritidspedagogers förhållningssätt i samspel med barngrupper inom skolbarnsomsorgen},
  volume       = {122},
  year         = {1996},
}