Mittuniversitetet

The aim of this study is to describe, interpret and problematize children’s perspectives in relation to premises and material resources in Swedish School-Age Educate Centres [SAECs]. The SAEC settings are often integrated within the school itself. Previous research has reported shortcomings in the physical learning environment in SAECs (Boström & Augustsson, 2016) which also has been confirmed by the School Inspectorate's reviews (Skolinspektionen, 2010, 2012, 2018)

The study answers the question of how the students in four Swedish SAECs describe indoor premises and material conditions and in what way they provide for activities in SAECs. The theoretical framework of the study is based on sociology of childhood (Corsaro, 2018) and learning environments in SAECs (Harms, Vineberg Jacobs, & Romano, 2014).

Data was collected through walk-and-talk conversations (Haudrup Christensen 2004) with the children on the SAEC premises. The data was analyzed using inductive content analysis (Hsieh & Shannon, 2005). The results are described through themes regarding the physical learning environments and the possibilities and challenges children depict in the settings, i.e. space and equipment, noise levels, structuralization and possibilities for influence and participation. The result also shows that the method, walk-and-talk conversations and children’s perspectives have a strong potential to contribute by making children’s voices heard with the aim of helping to develop both the physical learning environment and social practices in SAECs. The relevance of this study is that it can contribute with children’s perspectives of the research area, as well as raising important areas for future research.