Freedom, Integrity, and Sociability: Children’s Perspectives on Teacher (Non)participation in Swedish School-Age Educare Centers
Year: 2025
Type: article
Abstract: This study presents an analysis of children’s perspectives on teacher (non)participation in Swedish school-age educare centers, which portray teachers as facilitators of freedom, integrity, and sociability. Group interviews with 51 children, age 6–9 years old, were conducted and analyzed. The results challenge adult assumptions about children’s needs and preferences, highlighting the importance of balancing self-determination with guidance. Children desire both freedom and support from teachers, emphasizing the importance of teacher presence when needed while allowing space for independent decision-making. Teacher participation is crucial for children’s social development and safety, contributing to their sense of meaningful leisure and personal growth.
Authors: Maria Hjalmarsson, Sanna Hedrén
Institutions: Karlstad University, Linköping University
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411335601