Inhalt

IJREE – International Journal for Research on Extended Education
1-2015: Free Contributions

Contributions
Lena Boström / Assar Hörnell / Marie Frykland: Learning Environments at Leisure-Time Centres in Sweden: A Comprehensive Survey of Staff Perceptions
Jesica Siham Fernández / Angela Nguyen / Regina Day Langhout: “It’s a puzzle!” Elementary School-Aged Youth Concept-Mapping the Intersections of Community Narratives
Lars Holm: Researching Extended Schooling Ethnographically – With Danish All-Day Schools as Examples
Fuyuko Kanefuji: Evaluation of School-Based After-School Programs in Japan: Their Impact on Children’s Everyday Activities and Their Social and Emotional Development
Joshua F. Lawrence / Briana M. Hinga / Joseph L. Mahoney / Deborah Lowe Vandell: Summer Activities and Vocabulary Development: Relationships Across Middle Childhood and Adolescence
Lisa H. Schwartz / Daniela DiGiacomo / Kris D. Gutiérrez: Designing “Contexts for Tinkerability” With Undergraduates and Children Within the El Pueblo Mágico Social Design Experiment
Kym Simoncini / Jennifer Cartmel / Amy Young: Children’s Voices in Australian School Age Care: What do They Think About Afterschool Care?

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Zusätzliche Informationen

Autor*innen

Lena Boström

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Assar Hörnell

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Marie Frykland

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Jesica Siham Fernández

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Angela Nguyen

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Regina Day Langhout

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Lars Holm

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Fuyuko Kanefuji

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Joshua F. Lawrence

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Briana M. Hinga

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Joseph L. Mahoney

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Deborah Lowe Vandell

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Lisa H. Schwartz

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Daniela DiGiacomo

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Kris D. Gutiérrez

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Kym Simoncini

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Jennifer Cartmel

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Amy Young

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Keywords

adolescence, after-school activity, after-school programs, afterschool care, all-day schools, Australia, children, children’s voices, community narratives, cultural historical theory, Denmark, emotional development, ethnographic-oriented research, everyday activities, extended education, Japan, learning, learning environments, leisure-time centres, leisure-time teachers, middle childhood, nondominant communities, out-of-school hours care, out-of-school time, school age care, social development, summer activities, Sweden, tinkerability

Abstracts

Learning Environments at Leisure-Time Centres in Sweden: A Comprehensive Survey of Staff Perceptions (Lena Boström, Assar Hörnell, Marie Frykland)
The purpose of this study is to describe and analyse how leisure-time teachers perceive learning environments in general and especially the premises at Swedish leisure-time centres. Data are based on a national, comprehensive survey of all leisure-time teachers’ perceptions. The theoretical framework is based on research on leisure-time centres and learning environments. The methodological approach involves both a descriptive statistical analysis and a qualitative content analysis. The results show a fragmented and paradoxical picture in terms of learning environments at leisure-time centres. On the one hand, the physical environment is characterised by small rooms, in some cases outdated and not suited for the purpose, to large groups of students and, in many cases, shared premises with the school. On the other hand, a majority of the staff say that learning environments are actively used to teach children social skills, how to establish good relations, friendship and equality. Parents’ and children’s opportunities to influence these learning environments are not regarded as a high priority. The main conclusion of the study is that activities housed in the school context and on its terms face congestion and many of these physical learning environments are in need of major improvements, especially considering all the policy documents and research on good learning environments. For Nordic educational research, this is an extremely important knowledge supplement since this field lacks ample research. For activities at leisure-time centres, these results have implications for policy decisions and educational development. Keywords: Leisure-time centres, environments, leisure-time teachers, perceptions, comprehensive survey
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Researching Extended Schooling Ethnographically – With Danish All-Day Schools as Examples (Lars Holm)
The aim of this article is to discuss and demonstrate how ethnographic-oriented research might contribute to broadening the research interest in extended education. Extended ducation might be seen as a societal investment in education. This perspective calls for different kinds of school effectiveness research that generates useful and relevant knowledge about how and to what degree extended schooling effects academic achievements seen from a general societal perspective. Extended education might, however, also be seen as a new school strategy – as a new way of organizing pupils, teachers and parents everyday-life. Ethnographic-oriented educational research seeks to examine how an implementation of extended education in a local area impacts actors’ everyday-life and generates new discourses and struggles over values and concepts in education. This is illustrated through an analysis of the dynamics created by the implementation of all-day schooling in a specific residential area in Denmark. Keywords: all-day schools, ethnographic-oriented research, Denmark, cooperation between school and parents, cooperation between school-teachers and kindergarten-teachers
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Evaluation of School-Based After-School Programs in Japan: Their Impact on Children’s Everyday Activities and Their Social and Emotional Development (Fuyuko Kanefuji)
The purpose of this study is to identify the current state of school-based after-school support in Japan and to evaluate programs providing such support, known as ‘After-school Classes for Children’. This study focuses on the impact of After-school Classes for Children on children’s everyday activities and their social and emotional development. The analyses were conducted based on data collected from questionnaire surveys targeted at elementary school children in Tokyo. The total number of children sampled was 5,307. The impact on children’s everyday activities and their social and emotional development were identified from data analysis. This study also developed a scale for measuring the impact of ‘After-school Classes for Children’ on children’s social and emotional development. Based on the results of analyses, it can be concluded that ‘After-school Classes for Children’, a program run by MEXT (the Ministry of Education, Culture, Sports, Science and Technology), is likely to contribute to the enhancement of the following two aspects of children’s social and emotional development: ‘Empathetic Understanding of Others’ and ‘Enhanced Interest and Ambition’. Keywords: School-based after-school activity, evaluation, impact on children, questionnaire survey, children’s everyday activities, social and emotional development
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Summer Activities and Vocabulary Development: Relationships Across Middle Childhood and Adolescence (Joshua F. Lawrence, Briana M. Hinga, Joseph L. Mahoney, Deborah Lowe Vandell)
This paper examines the relation between children’s summer activities before fourth through sixth grade and their vocabulary knowledge in fifth grade and at age fifteen using the NICHD SECCYD dataset (N = 1,009). We used OLS regression and propensity score analyses to understand how children’s summer reading, library visits, participation in enrichment classes, and unsupervised time predicts their vocabulary knowledge. Propensity score matching and OLS analyses show that time spent reading predicts vocabulary during the following two years, and high levels of time allocated to reading across three or more summers in middle childhood predicts vocabulary knowledge at age 15. OLS analyses suggest a relationship between library visits and vocabulary knowledge. There is no short-term relationship between enrichment classes and vocabulary knowledge, although our OLS analysis demonstrated that consistent enrollment in summer enrichment classes over three years predicted improved vocabulary. Unsupervised time predicted poor vocabulary in both the short and long-term. Keywords: summer, out-of-school time, vocabulary, reading, unsupervised time
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Designing “Contexts for Tinkerability” With Undergraduates and Children Within the El Pueblo Mágico Social Design Experiment (Lisa H. Schwartz, Daniela DiGiacomo, Kris D. Gutiérrez)
“Making and Tinkering” links science, technology, engineering and mathematics learning (STEM) to the do-it-yourself “maker” movement, where people of all ages “create and share things in both the digital and physical world” (Resnick and Rosenbaum, 2013). This paper examines designing what Resnick and Rosenbaum (2013) call “contexts for tinkerability” within the social design experiment of El Pueblo Mágico (EPM) – a design approach organized around a cultural historical view of learning and development. We argue that this theoretical perspective reorganizes normative approaches to STEM education through a hybrid approach that brings together concepts from cultural historical theory and from Making and Tinkering (M and T) in ways that are important to how theory is enacted in STEM practice. Keywords: “Making and Tinkering”, cultural historical theory, nondominant communities, informal STEM
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Children’s Voices in Australian School Age Care: What do They Think About Afterschool Care? (Kym Simoncini, Jennifer Cartmel, Amy Young)
Participation in after school care in Australia has more than doubled since the 1980s with hundreds of thousands of children attending every day. Historically this form of care has been regarded as a service for parents rather than an opportunity for children. There is a paucity of Australian research for school age care (SAC). This study investigated children’s perceptions and experiences of afterschool care. 164 children in Prep/kindergarten to Year 7 across 14 services in Canberra and Logan participated in the research. Five questions were used to survey the children. Their responses supported the notion that SAC settings are important contexts of childhood and development. Afterschool care affords children opportunities to develop skills and competencies, make new friends as well as promoting and protecting play. Areas of health and safety, staffing, relationships with children were revealed as ways afterschool care could improve. Keywords: school age care, afterschool care, out of school hours care, children’s voices
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