Lekens rolle i skandinaviske skolefritidsordninger og fritidshjem

Abstract

In a general comment on article 31 UN (2013) warns against an increasing pressure for learning. A
consequence of this is that children’s free spontaneous play is marginalized and that children’s spontaneous play is under pressure. With this as our backdrop we will do a close reading of how play is presented in the official documents regarding children’s institutionalized leisure in after-school programs
in Denmark, Norway and Sweden. Our reading shows that there is room for interpretation and that the
official documents are open to an understanding of play as something instrumental. This is in line with
what we interpret as a dominating perspective on play. Our reading also shows that the documents are
open to a change of perspective where play is regarded for its own value.