Conference paper
Pedagogical quality in School-Age Educare Centres in relation to their premises and material learning environments

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Author list: Grewell, Christina
Publication year: 2020

Abstract

The aim of this research review is to describe, interpret and problematize existing research in the field of quality in School-Age Educare Centres [SAECs]. More specifically, the study looks into what previous research reports about how centre premises and physical/material learning environment affect and correlate with quality in SAECs. Another aim of the study is to identify possible didactic consequences and implications as well as areas for further research.

The study is motivated by the discrepancy between the recent formalization of the status of SAECs and the enhanced expectations for students’ learning in SAECs which this formulation entailed, and reported shortcomings in the physical learning environment in SAECs (Boström, Hörnell, & Frykland, 2015; Skolinspektionen, 2010, 2018). This discrepancy makes it important to investigate and describe what the physical learning environment in SAECs means in terms of quality within the setting.

The design of the study is an integrative and systematic literature review [SLR] (Polit & Beck , 2008) which is analyzed with a qualitative content analysis (Russell, 2005). The database search gave 203 findings, from which 54 sources were analyzed and categorized in terms of; content, research methods and theoretical perspectives. Trends and topics in the field where identified, analyzed and problematized.

The results of the study are shown as three major themes: Physical learning environments in SAECs, Quality in relation to physical learning environments in SAECs and Didactics in relation to the physical learning environment in SAECs. The study showed that there is support for the notion that the physical learning environments are of importance for the quality outcomes in the SAECs. The results also show examples of how the physical learning environment might support, as well as limit, pedagogical processes in SAECS. The study revealed a knowledge gap within the research field, both in general, but also specifically from the student perspective. The study raises some questions as to whether the existing SAECs’ premises and physical environment support teaching and learning processes as they are described in the governing documents.

The relevance of this study to Nordic Educational Research is that it can contribute with an overview of the research area from an educational and didactic perspective, as well as raise important areas for future research. The study will be of especial relevance for other actors such as politicians, officials, teachers and parents.

Keywords: Extended Education, School-Age Educare, Learning Environment, Systematic Literature Review, Didactics

References

Boström, Lena, Hörnell, Assar, & Frykland, Marie. (2015). Learning Environments at Leisure-time Centres in Sweden : A Comprehensive Survey of Staff Perceptions. International Journal for Research on Extended Education, 3(1), 5-18.

Russell, Cynthia L. (2005). An Overview of the Integrative Research Review. Progress in Transplantation, 15(1), 8-13. doi:10.1177/152692480501500102

Skolinspektionen. (2010). Kvalitet i fritidshem. Stockholm: Skolinspektionen.

Skolinspektionen. (2018). Undervisning i fritidshemmet. Stockholm: Skolinspektionen.


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