På spaning efter en gräns: Några barns perspektiv på skillnader mellan förskoleklassens och fritidshemmets verksamheter i Sverige

Abstract

The majority of all six year old Swedish children are participating in activities in both preschool class and leisure time centers. This implies that, on a daily basis, they are crossing the border between these two historically and traditionally different practices. This article seeks to gain knowledge of some children’s perspectives on the differences between these practices. Of what constitute the institutional identities? The empirical material consists of interviews and observations generated by a small case study. The study intertwines theories about borders, transitions and identity constructions, and as analytical concepts border markings, differences and border crossings have been used. The results indicate that children describe substantive differences between these two practices. Friendship, fun and free choices are central to the leisure time center, while school like learning and adult control are central to the preschool class. However, it seems like the children have difficulties to determine where the border between the practices is drawn and when their transition between practices really is taking place. In the empirical data it is showed that the teachers are using parts of the leisure time centers time mastering the preschool class’ commitments. The border between the practices therefore becomes difficult for children to interpret. Even if the study is a small case study, it indicates that distinct institutional identities seem hard to construct and maintain as premises, teachers and activities for preschool class and leisure time centers seems to be largely the same on both sides of the border.