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Linköping University common rules and regulations (in Swedish)
Schoolage Educare 2, Children, group processes and learning, 15 credits
Fritidspedagogik 2, Kommunikation, lek och lärande i fritidshem, 15 hp
971G39
Main field of study
Pedagogical WorkCourse level
First cycleCourse type
Programme courseExaminer
Lina Söderman LagoCourse coordinator
Lina Söderman LagoDirector of studies or equivalent
Birgitta PlymothECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L1FRI | Primary School Teacher Programme with a specialization in Extended School Teaching | 2 (Spring 2019) | 201909-201923 | Swedish | Norrköping, Norrköping | C |
Main field of study
Pedagogical WorkCourse level
First cycleAdvancement level
G1XCourse offered for
- Primary School Teacher Programme with a specialization in Extended School Teaching
Examination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
If the course is a VfU course, the following applies:
- Examination of applied social and didactic abilities is limited to three (3) occasions.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för samhälls- och välfärdsstudier| Code | Name | Scope | Grading scale |
|---|---|---|---|
| SRE3 | Exercises | 2 credits | U, G |
| SRE2 | Exercises | 5 credits | U, G, VG |
| SME3 | Exercises | 4 credits | U, G |
| SME2 | Exercises | 1 credits | U, G |
| SEM2 | Exercises | 1 credits | U, G |
| SEM1 | Exercises | 2 credits | U, G |
Ankerstjerne, Trine (Red.) (2015). Perspektiv på fritidshemspedagogik. Lund: Studentlitteratur. (kap 5 och 6 + ev 2)
Bergius, Berit & Emanuelsson, Lillemor (2008). Hur många prickar har en gepard?: unga elever upptäcker matematik. Göteborg: Nationellt centrum för matematikutbildning (NCM).
Björk-Willén, Polly (red.) (2018). Svenska som andraspråk i förskolan. Stockholm: Natur & Kultur Akademisk. (kap. 1, 3, 4, 7)
Bryman, Alan (2011). Samhällsvetenskapliga metoder. Malmö: Liber.
Chambers, Aidan (2014). Böcker inom och omkring oss. ([Ny utg.]). Stockholm: Gilla böcker.
Corsaro, William (2001). We are friends right? Inside kids’ culture. Washington DC: Joseph Henry Press.
Dahl, Marianne (2014). Fritidspedagogers handlingsrepertoar: pedagogiskt arbete med barns olika relationer. Diss. Kalmar: Linnéuniversitetet.
Dodds, Sylvia (2008). ‘We Want to Play’: Primary Children at Play in the Classroom. I Avril Brock, Sylvia Dodds, Pam Jarvis, Yinka Olusoga (red.), Perspectives on play: learning for life (s. 146-172). Harlow, England: Pearson Education. (texten förmedlas via Lisam)
Elvstrand, Helene, Lago, Lina & Simonsson, Maria. (red.) (2019). Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt. Lund: Studentlitteratur. (kap 1, 3, 5, 6, 7, 8, 9)
Fjällhed, Anders & Jensen, Mikael (red.) (2013). Barns livsvillkor: i mötet med skola och fritidshem. Lund: Studentlitteratur. (Kap 1-4)
Haglund, Björn & Peterson, Louise (2017). Why use board games in leisure-time centres? Prominent staff discourses and described subject positions when playing with children. IJREE – International Journal for Research on Extended Education,5(2), s. 188-206. doi: https://doi.org/10.3224/ijree.v5i2.06
Halldén, Gunilla (2003) Barnperspektiv som ideologiskt eller metodiskt begrepp. Pedagogisk forskning i Sverige, 1-2, s. 12-23.
Ihrskog, Maud. (2006). Kompisar och kamrater: barns och ungas villkor för relationsskapande i vardagen. Diss. Växjö: Växjö universitet, 2006. Växjö.
Lager, Karin (2015). ‘Learning to play with new friends’: systematic quality development work in a leisure-time centre. Early Child Development and Care, doi: 10.1080/03004430.2015.1030634
Lillemyr, Ole Fredrik (2013). Lek på allvar: en spännande utmaning. Stockholm: Liber.
Palmér, Hanna & Björklund, Camilla (2016). Different perspectives on possible – desirable – plausible mathematics learning in preschool. Nordisk matematikkdidaktikk, 21(4), 177-191.
Pihlgren, Ann S. (Red.) (2015). Fritidshemmet och skolan: det gemensamma uppdraget. Studentlitteratur. (Kap. 7, 9, 10 och 17)
Schjellerup Nielsen, Helle (2006). Gemenskaper och utanförskap: om marginalisering i skolans värld. Stockholm: Liber.
Skolverket. (2018). Lgr 11. Läroplan för grundskolan, förskoleklassen och fritidshemmet. Skolverket. (www.skolverket.se)
Skolverket. (2014). Allmänna råd med kommentarer. Skolverket. (www.skolverket.se)
Svensson, Ann-Katrin (2009). Barnet, språket och miljön. Lund: Studentlitteratur.
Vedeler, Liv (2009). Social kompetens i barngrupper. Malmö: Gleerups.
+ Valfri barnbok som handlar om barn och sociala relationer (SME2) samt en egensökt vetenskaplig artikel till SRE2
Förutom detta tillkommer valfri referenslitteratur ni väljer till er rapport (SME3) och er individuella uppgift (SRE2)
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