Barns konflikter i fritidshemmets verksamhet : En kvalitativ forskningstudie om öppna och dolda konflikter, vuxennärvaro och lek ur lärarperspektiv.

Sammanfattning

This study investigates how conflicts occur among children in after-school care. The study especially investigates closed and open conflicts, children’s play and activities, and how adults’ presence makes a difference in conflicts. The study will also show how earlier studies have presented different perspectives on conflicts among children. Teachers in after-school care work with students with many differences. This study shows how social methods are used by teachers in after-school care to prevent conflicts. The methods used are interviews and observations. The interviews are conducted with three licensed teachers in Swedish after-school care and one student safety coordinator. The observations are directed at children from eight years old. The observations made are especially focused on children’s conflicts in after-school care. The purpose is to see conflicts from a teacher’s perspective and how conflicts affect children’s social life, relationships, and safety in after-school care. The results in this study reflect children’s social learning skills, and how teachers in after-school care teach children to use words and different methods in conflicts to solve them. The results also show that conflicts among children are common in places where adults are not present. It also shows how conflicts become bigger in children’s play without any rules or direction. It is important that teachers in after-school care work with methods to prevent and handle conflicts among children. In conclusion, this study highlights the importance of adult support, clear guidance, and social learning methods in preventing and managing conflicts among children in after-school care.