WERA-IRN Conference 2021
Extended education in thriving communities:
Toward a sustainable future

Program of the
3 WERA-IRN EXTENDED EDUCATION
Virtual Conferencerd

September 23-25, 2021
University of Iceland

1BOOK OF ABSTRACTS
Contents
BOOK OF ABSTRACTS ............................................................................................................................. 2
Keynote Lectures .................................................................................................................................... 4
Keynote Lecture I – Thursday, 23 September, 10.00 am - 11.00 am .................................................. 4
Keynote Lecture II – Thursday, 23 September, 1.45 pm - 2.45 pm ..................................................... 5
Keynote Lecture III - Friday, 24 September, 9.00 am - 10.00 am ........................................................ 6
Keynote Lecture IV – Friday, 24 September, 4.00 pm - 5.00 pm ......................................................... 7
Parallel Seminars 1 – Thursday 11.15 am - 12.45 pm ........................................................................ 8Children´s perspectives ................................................................................................................... 8
Collaboration and social justice....................................................................................................... 9Arts, play and health ..................................................................................................................... 11
Quality, values and content in Extended Education...................................................................... 12
Symposium nr. 1 Professionalism and professionalization in training of all-day school/afterschool educators in different countries ........................................................................................ 13
Parallel seminars 2 – Friday 10.15 am - 11.45 am: .......................................................................... 16
Parents and community ................................................................................................................ 16
Extended education and immigrant students ............................................................................... 17
Social inclusion .............................................................................................................................. 18
Symposium nr. 2 Professionalising the Extended Education sector ............................................. 20
Symposium nr. 3 Children’s voices and perspectives in research in the field of Extended
Education ...................................................................................................................................... 22
Parallel seminars 3 – Friday 2.30 pm - 4.00 pm ............................................................................... 25
Extended Education and COVID-19 ............................................................................................... 25
Policy and school age educare ...................................................................................................... 26
Curriculum and school age educare .............................................................................................. 27
Educare, after-school programs and civically engaged students .................................................. 29
Symposium nr. 4 ........................................................................................................................... 31
Let our dreams come true – formal and informal learning, play and creativity in Reykjavík‘s
Educational spaces ........................................................................................................................ 31
Parallel seminars 4 – Saturday 10.15 am – 11.45 am:..................................................................... 33
Sports and physical education....................................................................................................... 34
Sustainability ................................................................................................................................. 35
Policy, homework and academic writing....................................................................................... 36
Parallel seminars 5 – Saturday 12.45 pm - 2.15 pm ........................................................................ 392

Professionalism ............................................................................................................................. 39
Literacy, learning and collaboration .............................................................................................. 40
Symposium nr. 5 Extended learning: Valuing equity, access, inclusion, and authentic youth
engagement .................................................................................................................................. 423

Keynote Lectures
All times in the program are “Reykjavík time”, which is UTC – (Coordinated Universal Time)For reference:
London = UTC+1
Stockholm = UTC+2
Berlin = UTC+2
Moscow =UTC+3
New York =UTC-4
Tokyo = UTC+9
Seoul = UTC+9
Sydney = UTC+10

Keynote Lecture I – Thursday, 23 September, 10.00 am - 11.00 am
USING FIRE AND ICE TO CREATE INCLUSIVE AND EXTENDED EDUCATION COMMUNITIES INICELAND-Kolbrún Pálsdóttir, PhD, dean and associate professor, School of Education,
University of Iceland-Ruth Jörgensdóttir Rauterberg, PhD student, adjunct professor, School of
Education, University of Iceland
Abstract:
In this keynote, two extended education researchers from Iceland explore the links between formal
and non-formal education and share thoughts on how education can be made more sustainablethrough extended education, informal learning and inclusive methods. The audience will be invited
to participate in a dialogue and address questions such as: Has the COVID-19 pandemic change ourconceptions of learning and education? What has been the role of extended education during the
pandemic? How can extended education make educational practices more inclusive and sustainable?
In what way can and should children be active participants in creating inclusive practices? What is the
future we are preparing our children for and what is, or should be, the main goal of education?

4All times in the program are “Reykjavík time”, which is UTC – (Coordinated Universal Time)For reference:
London = UTC+1
Stockholm = UTC+2
Berlin = UTC+2
Moscow =UTC+3
New York =UTC-4
Tokyo = UTC+9
Seoul = UTC+9
Sydney = UTC+10

Keynote Lecture II – Thursday, 23 September, 1.45 pm - 2.45 pm
RIVERS AND PONDS OF THE WORLD WORTH LIVING IN-Tomi Kiilakoski, PhD, Leading senior researcher in the Finnish Youth Research
Network and an adjunct professor at the University of Tampere, Finland
Abstract:
Education has a dual purpose: it’s aim is to contribute to the individual and social development, tomake both persons and communities better. The task of education is to enable people to live lives
worth living in their current societal condition. In a world of compressed modernity, different
spheres of life are becoming more and more integrated forming a fluid and complex social system.
Education has to be rethought when ways of communicating, the technological level of society,youth cultures or modes of production change. And they tend to change constantly.
One of the features that needs rethinking is what John Dewey called over hundred year ago “one of
the weightiest problems with which the philosophy of education has to cope”, namely “keeping aproper balance between the informal and the formal, the incidental and the intentional, modes of
education”. Many important matters today – such as media education, environmental education,
peace education or entrepreneurial learning – require a holistic approach. They cannot be limited to
one school subject, or to only one learning environment. For the educators the question is on the ofrecognizing the knowledge the young already have; on the other hand it is a question of being able tocritically evaluate if the knowledge is epistemologically or ethically sound.
In the presentation the findings of youth studies are analysed from the perspective of non-formal
and formal education using two metaphors. Rivers flow from one place to another, there is a streamof constant movement. Ponds are local and have clear boundaries. There plenty of rivers in thepresent educational landscape. Youth cultures of the present utilize digital tools with which toconnect to different arenas. Mobility is increasingly common in the Western world. Also, global
concerns such as environmental crisis transform local contexts. Education has become more
complicated. There are more players than before. The field has widened from local to global. The
rules are in a state of flux. However, it would be easy to be blinded by changes. Youth studies
repeatedly show the importance of peer relations for the young, and while the arena for meeting
peers might change from physical environments to seemingly un-bounded virtual sites, peer relations
are still one of the key factors in promoting welfare. Despite occasional criticisms, formal education
has maintained key positions in the society. The local context is also important for the young. Bothrivers and ponds are needed to build socially and ecologically sustainable communities.
5All times in the program are “Reykjavík time”, which is UTC – (Coordinated Universal Time)For reference:
London = UTC+1
Stockholm = UTC+2
Berlin = UTC+2
Moscow =UTC+3
New York =UTC-4
Tokyo = UTC+9
Seoul = UTC+9
Sydney = UTC+10

Keynote Lecture III - Friday, 24 September, 9.00 am - 10.00 am
NEW CHALLENGES FOR ELEMENTARY EDUCATION: LOOKING AHEAD AS A COMMUNITY-Rukmini Banerji, PhD, CEO of Pratham Education Foundation, India
Abstract:
All countries cope with the pandemics and its impact, we need to think about the challenges that weused to face before COVID hit us.
How have previous conditions and new experiences contributed in shaping our thinking and ourpractice as we look ahead.
In the presentation, I will reflect on what we have learned since last year and how these lessons canhelp us to rethink some fundamental assumptions that anchor how we educate our children and how
we support their learning. Specifically, I will talk about the importance of community approach thatconnects homes, school and extended education programs.

6

All times in the program are “Reykjavík time”, which is UTC – (Coordinated Universal Time)For reference:
London = UTC+1
Stockholm = UTC+2
Berlin = UTC+2
Moscow =UTC+3
New York =UTC-4
Tokyo = UTC+9
Seoul = UTC+9
Sydney = UTC+10

Keynote Lecture IV – Friday, 24 September, 4.00 pm - 5.00 pm
STEM Learning Ecosystems Community of Practice (SLECoP): A Sustainable Community
Education Model-Jan Morrison, founder and CEO of TIES, Teaching Institute for Excellence in
STEM, USA
Abstract:
A STEM Learning Ecosystem (SLE) is a way to remove barriers to the access of STEM education by
designing a sustaining infrastructure. This keynote focuses on the way in which it is possible to bring
together an entire community through a comprehensive, integrated initiative that provides thearchitecture for cross-sector learning by identifying STEM educators in the private and public sectors
and link them to in-school and out-of-school initiatives — building STEM-rich learning environmentswith all partners supporting the effort.
STEM Ecosystems are organized, collaborative networks that include K-12 schools, after-school andsummer programs, science centers, museums, colleges and universities, community and youth
organizations, and sector partners. Together they work to create accessible and inclusive learning
opportunities that help young people become engaged, knowledgeable, and skilled in STEM
disciplines as they progress through childhood into adolescence and early adulthood. In this keynote,
Jan Morrison, discusses the way in which the STEM Ecoysystem model continuously assess and adapt
their program to the specific needs of their communities using, in part, a systems-based
measurement tool, Caliper. Through collaborative outreach, the STEM Ecosystem magnifies thecollective impact of the stakeholders, who reside both within the formal school system and in thefield of extended and informal education.
These designed infrastructures are found throughout 94 municipalities in the USA and in Canada,
Mexico, Kenya and now Israel.

7

All times in the program are “Reykjavík time”, which is UTC – (Coordinated Universal Time)For reference:
London = UTC+1
Stockholm = UTC+2
Berlin = UTC+2
Moscow =UTC+3
New York =UTC-4
Tokyo = UTC+9
Seoul = UTC+9
Sydney = UTC+10

Parallel Seminars 1 – Thursday 11.15 am - 12.45 pm
Children´s perspectives
Children’s Perspective on After-School Programs-Michelle Jutzi, PhD, lecturer and postdoc, Institute for Research, Development and Evaluation
Research Program Governance in Education, Bern University of Teacher Education, Switzerland;Thomas Wicki, MSc, research assistant, Institute for Research, Development and Evaluation,
Research Program Governance in Education, Bern University of Teacher Education, Switzerland andUeli Hostettler, Prof. Dr. Professor, Institute for Research, Development and Evaluation, Research
Program Governance in Education, Bern University of Teacher Education Switzerland
Abstract:
After-school settings have diverse functions and benefits. Most importantly, they offer reliable social
and time structures for children before and after their school day. Additionally, such after-school
programs (ASP) can be designed to be enriching, foster children’s cognitive activation and offer
diverse opportu-nities for play and exploration (Huang & Deitel, 2011). In this paper we describe amethod to capture the perception of children who are participating in such programs. The study
focuses on a sample of 4 to 11-year-old children who are enrolled in three ASP in an urban area in
Switzerland. We used the method of reflexive photography to stimulate the discussion in the
research setting. Children were asked to take pictures of the places they like most. Researchers weremost interested to understand if and how chil-dren participate in the design of the ASP. The results
show that ASP provide ample possibilities for the promotion of social learning and nurturing ofchildren’s autonomy. The children see potential for further development of their autonomous
organization of leisure time and responsible personnel should allow for more participation. Further
research should explore how insights from children’s perspectives mightbe used to design ASP sochildren can develop skills in the participative and enriching environment of ASP in more sustainable
terms.

Children’s spaces in Swedish school-age educare-Karin Lager, PhD, postdoc-researcher, University West, Sweden
Abstract:
The aim with this paper is to investigate children’s spaces in Swedish school-age educare settings.
The theoretical framework for this project is sociology of childhood focusing children’s agency and as
8

participators equal adults in questions that engage and concern them, and social geography
investigating children’s spaces in everyday life and the identity of the setting. The project is designed
as a compressed and multi-sited ethnographical study in twelve different settings. Each setting was
followed for one week with field observations, informal conversations and interviews with 174
children in 45 groups and 53 staff in 12 groups. The findings show three types of spaces in school-age
educare, Storage space, Activity space and Community space, theses three types are different
according to children’s agency and to the identity of the setting. The Storage space is characterized ofchildren left to themselves with few affordances from staff. Activity space is characterized of teacherled activities on a dedicated timeslot each day, focusing activities as sports, creative, play, music andoutdoors in line with curriculum content. The Community space are characterized of children as
active actors in constructing content, activities and routines.

Children´s agency in extracurricular activities: Response to challenges of fourth industrial revolution-Mikhail Goshin, PhD, research fellow, National Research University Higher School of Economics,
Russia and Sergey Kosaretsky, PhD, director of the Pinsky Centre of General and Extracurricular
Education Insitute of Education, National Research University Higher School of Economics, Russia
Abstract:
The article is devoted to the study of the fostering agency, one of the most important components ofhuman capital, in technology-oriented extracurricular activities. Data were obtained from the surveyof 200 children and interviews of 30 children attending modern technology-oriented extracurricular
activities. The participants of the advanced practices of technology-oriented extracurricular activities
demonstrate a high level of autonomy and initiative both in choosing the extracurricular activities,
and in the learning process. Most of them are characterized by independence in goal setting, highlevel of motivation and interest, knowledge, going beyond school education, taking responsibility for
their education, discipline, and the absence of fear of difficulties. Factors fostering agency are thechild’s natural abilities, living conditions, type of settlement, socio-economic background of thefamily, type of school. Аlso important the new formats of technology-oriented extracurricular
activities, such as competitions, hackathons, project sessions, and the position of a teacher as a tutor(consultant) rather than an authoritarian didactic leader. But the parental support play a decisive rolein developing child’s ability to take responsibility for their own education, creativity and project
oriented thinking. If parents support children, they more often like to create something new and arefocused on the result applied in practice. The most favorable parental strategy is the facilitating
support for the child, creating an environment favorable to his/her interests, when the child is always
given the opportunity to make their own choice.

Collaboration and social justiceLesson Study: Strengthen Collaboration Between School and School Age Educare system in Sweden-Birgitta Lundbäck, PhD student, Linnaeus University, Sweden
Abstract:
The aim of this study is to contribute with knowledge of how teachers in the Swedish School Age
9Educare system [Fritidshem] can work to complement the teaching in elementary school. The study
further seeks to highlight and contribute with new knowledge in terms of how teachers conduct
Lesson Study (LS) in order to enhance children’s mathematical learning in two contexts, theelementary school (grade 2-3) and the Fritidshem (during the same grades).
The data is collected with audio recorded conversations between researcher and teachers in two
different contexts (ie. the elementary school and the fritidshem) and five open question in aquestionnaire to map the students’ knowledge in chosen subject.
The teachers found that cooperating with each other between the different contexts was beneficial.
They felt that mapping the pupils' knowledge before and after a teaching situation helped themunderstand how to create a teaching situation that benefits their students’ learning. They also see
the value of continued collaboration and implementation of the LS method throughout the school’s
organization.
The originality of this case study stems from the fact that the elementary school and the leisure-time
center cooperate through an agreed subject content. Despite their different missions, thiscooperation is in accordance with the governing documents.

Extracurricular education sector and risks of social inequality in post-Soviet countries-Ivan Y. Ivanov, analyst, The Pinsky Center of General and Extracurricular Education, HSE University
and Sergey Kosaretsky, PhD, director of The Pinsky Center, HSE University, Russia
Abstract:
One hundred years ago, the design of the children’s extracurricular education as part of the state
education system can be considered as one of the most interesting and successful social experimentsof the Soviet government. The Soviet model of the extracurricular education remained poorly
formalized and centralized and assumed: reducing the social gap, timely response to the challengesof the future. The issue of inequality in children’s extracurricular education related to neoliberaltransit is the new focused and perspective topic: the results of the analysis of the situation withinequality in the post-Soviet transit environment will be presented considering the original generalmodel of Soviet children’s extracurricular education. The main question is the post-Soviet changes inthe sector according to the key education indicator – wide access and equality of opportunities.
The preliminary results of the study allow us to draw conclusions about the institutional diversity ofmodels and approaches in independent republics. If the Soviet model tried to ensure equality ofaccess, then national models not only fail to meet this task but do not set it at the level of strategic
documents. This to some extent increases the social inequality in the availability of extracurricular
education, especially in rural areas. The expansion of stakeholders in the sector, as well as the
emergence of new players, on the one hand, allows for a variety of proposals and the agenda, inparticular, in the response of national education systems to the challenges of sustainable
development, on the other hand, complicates the communication of sector participants and makes anumber of vulnerable groups more vulnerable in the conditions of market development and paid
services.

10Arts, play and healthPlay as interculturality in the compensatory practice of school-age educare-Eva Kane, PhD, senior lecturer, Child and Youth studies, Stocholm University, Sweden
Abstract:
Some school-age educare settings in Sweden have many newly arrived children. The study explores
how staff in one setting describe their “integrationsfritids” (integrative school-age educare).
School-age educare staff´s practice is enabled and constrained by the schools’ practice architectures:the “cultural-discursive, material-economic and social-political arrangements” with which they areintertwined (Kemmis et al., 2014). Facilitating play is part of school-age educare practice. Play
practices intertwined with schools’ practice architectures can be called play practice architectures(Kane, 2015).
This paper focusses on how staff talk about their particular play practice architecture.
The material (two focus groups, one interview) has been transcribed, coded and themed. This article
focuses on the parts of the material where play is discussed.
The results describe play as a means to increase participation, develop language skills, learn andfollow rules. This happens when children play with those that do not share their mother tongue. The
staff talk about all children´s need to understand that which is ‘traditionally Swedish’ but also tolearn to live in the ‘new’ Sweden. The staff´s play practice architecture is enabled primarily byfunding from the council that employs language support staff and limited by parents who do not takeup the school-age educare place offered.
The conclusion is that staff´s practice is moving towards ‘play as interculturality’ as it becomes clear
to them that the play-culture at school-age educare is something that is continuously renegotiatedand not something that only the newly arrived children have to learn to be able to integrate.

The positive effect a Playwork way of working has on children, their play, and their internal locus ofcontrol during COVID-19-Angus Gorrie, educational leader, Camp Hill Outside School Hours Care, Australia
Abstract:
External attributions have a significant cause and effect on children and their play. This phenomenon
has been particularly evident during the COVID-19 pandemic with children using this global event asa significant theme in play. This qualitative practitioner paper explores the changing nature of playframes, correlated with the changing level of understanding and thus attribution of understanding of
the children. This exploration is discussed using real life observations and recordings on the playthemes as they present in play frames and the general fortitude of the children involved. This paper
also posits that this evolution of attribution in play, and the development of a strong internal locus ofcontrol were supported by a Playwork way of working by the practitioners in the play space. It issuggested that this way of working is ideal for children in regard to supporting their ability to take on
potentially anxiety inducing issues and finding positive ways to deal with them.

Towards enhancing research on adolescent positive mental health11-Ársæll Már Arnarsson, PhD, professor, University of Iceland, Iceland; Charli Eriksson, PhD, professor
emeritus, Stockholm University, Sweden; Mogens Trab Damsgaard, PhD, associate professor,
University of Southern Denmark, Denmark; Petra Löfstedt, researcher, Department of Public Health,Sweden; Thomas Potrebny, PhD candidate, Western Norway University, Norway; Sakari Suominen,
MD and PhD, professor, Nordic School of Public Health, associate professor, University of Turku,
Finland; Einar Baldvin Thorsteinsson, PhD, associate professor, University of New England,
Australia; Torbjørn Torsheim, PhD, professor, University of Bergen, Norway; Raili Välimaa, PhD,
researcher and lecturer, University of Jyväskylä, Finland and Pernille Due, PhD, professor, Universityof Southern Denmark, Denmark
Abstract:
The positive mental health and well-being perspective represents innovative public health researchof first-rank priority in Europe. Good mental health is both a state and a resource for everyday life.
Hence, the concept often refers to a subjective feeling (hedonic component) as well as positive
functioning (eudaimonic component). Different conceptualisations of mental health-related issues
are a background to this paper, which gives a brief overview of three research issues in the Nordic
countries. First, the development in the occurrences of adolescent mental health-related indicatorssuch as life satisfaction, health, sleep, and school pressure. Second, review of Nordic methodologicalstudies reporting on different mental health-related measures. Third, the selection of measures of
positive mental health employed in the 2017–2018 Health Behaviour among School-aged Children(HBSC) data collection in the Nordic countries. Using the Nordic HBSC data for 2002–2014, it was
found that symptom and problem-oriented analyses of mental health can improve ourunderstanding of the challenges adolescents face. However, there is also a need to examine positive
aspects of mental health in order to enhance our understanding of different mental health-related
dimensions. New measures were included in the 2017–18 HBSC data collection in the Nordic
countries, enabling researchers to answer different research questions including analysing factors
mediating and moderating positive mental health among school-aged children. Extending theperspective from a symptom- and problem-oriented view to a more positive and asset-based
perspective adds additional value to studies of mental health.

Quality, values and content in Extended Education
Factors for high quality schools with an extended day structure. A qualitative study of good practice-Falk Radisch, Prof. Dr., University of Rostock, Germany
Abstract:
At the beginning of the century only 15 % of german schools had an extended day structure. In
2015 the percentage has grown up to nearly 65 % (KMK, 2008, 2018). But however, connected withthat high speed of progress and the main structure of the german school system as a decentral
federal system, the conceptual meaning of extended-day-structures at schools is mostly vague. For
that, the main goal of the presented study was to identify characteristics of high-quality schools withan extended-day-structure as well as to describe general requirements for working as a highquality school. The study was conducted as a qualitative study under the “best-practice-approach” bya team around Prof. Tillmann (Berlin), Prof. Klemm (Essen) and Prof. Radisch (Rostock). We
interviewed the principals of 10 schools with an extended-day-structure that has been decorated
within one of two german school-contests – either the “Deutscher Schulpreis” (Beutel,
Höhmann, & Schratz, 2016) or the “Jakob-Muth-Preis” (Bertelsmann-Stiftung, 2016). The Juries
12has certified, that these schools are working very well. The practical knowledge of these ten
price-winning schools were systematically and focussed recorded and summarized by the project
to insights about the quality and quality-management of schools with an extended-daystructure. A second scope of the project was to identify directions for the further developmentof experienced and newly established schools with an extended-day-structure. The study follows athree-steps-plan: At first the school’s principals were interviewed for the essential quality-issues ofthe extended-day-structure that may have an effect on student’s (successful) learning.

Extended education workforce in Switzerland: how personal and structural characteristics influence
job demands and resources-Regula Windlinger
Abstract:
Extended education services in Switzerland are workplaces of teachers and other educational staff.
These workplaces are very diverse in terms of their structural characteristics (e.g. the extent ofservices offered, opening hours, employment conditions, infrastructure etc.). Even though we knowthat staff are very important for the quality of these services, little is known about characteristics ofthe staff and their working conditions. This contribution focuses on employees and leaders inextended education services in three Swiss cantons and explores how personal and structuralcharacteristics are related to the experienced levels of job demands (such as time pressure or
emotional distress) and resources (such as social support or skill variety). Data stems from astratified sample of leaders and employees in extended education services in three Swiss cantons.
114 leaders and 655 staff from 114 extended education services completed questionnaires whichcontained established scales to assess personal characteristics, structural characteristics and job
demands and resources. Data was analysed with multilevel regression models in Mplus. Results showthat the workforce in extended education services is very heterogenous regarding their personal
characteristics. Similarly, there is a variety in the characteristics of the services and working
conditions. We will give an overview regarding which personal and structural characteristics
influence job demands and resources. Overall, analyses show that structural characteristics are more
important than personal characteristics in shaping demands and resources. Implications for thefurther development of these services are discussed.

Symposium nr. 1
Professionalism and professionalization in training of all-day school/after-school educators in
different countries
Chairs: Marianne Schüpbach and Nanine Lilla
Symposium abstract:
Extended education or out-of-school time programs, such as afterschool programs in the
United States,Ganztagsschulen[all-day schools] in Germany or fritidshem[school-age educare
center]in Sweden, have grown steadily in recent years. An increasingnumber of programs areon offer, and more and more children and young people are utilizing them. At the same time there
has been a much greater focus on the educational quality of these programs. For programsfor school-age children, this has been shown to be the most important structural factor
determining quality. Based on the available U.S. findings, it can be supposed that features of
educational quality have a direct effect on students’ school achievement and on their social13

emotional development. Accordingly, there is a growing discourse on professionalization andprofessionalism of staff working in extended education. The two terms ‘professionalization’ and‘professionalism’ usually accompany each other in scholarly discourses. Professionalization isrelated to “promoting the material and ideal interests of an occupational group” (Goodson, 2000, p.
182), so it includes “the attempt to gain the characteristics associated with professions”(Whitty, 2000, p. 282), whereas professionalism is more about the qualifications, capacities, andcompetence that are required for successful practice within a profession (Englund, 1996). The
two aspects are relevant in the current discourse on extended education. In this symposium wewill focus on the discussion onprofessionalizationandprofessionalismand the developments on
professionalization and professionalism in training and/or development of teacher and educational
staffin this field in different countries.

Considerations on Professionalism in the field of Extended Educationin Germany and Germanspeaking Part of Switzerland-Dr. Nanine Lilla, Freie Universität Berlin, Germany and Prof. Dr. Marianne Schüpbach, Freie
Universität Berlin, Germany
Abstract:
In the course of providing extended education,two changes have emerged in the all-day school
contextin Germany and German-speaking Switzerland, whereregular teaching hours (classes) andafternoon activities are supposed to form an educational and organizational whole, or entity. First,
due to the temporal expansion of the school day and the offering of extended education activities
and programs, teachers are confronted with situations outside the traditional setting of theclassroom,and they face tasks that extendtheir former focus on teaching, by beingmore generally
educational supporting child development.Hence, the demands regarding teachers’ educational skills
are increasing. Second, in responseto the increasing complexity of responsibilities and educationaltasks, schools providing extended education activities and programs, such as the all-day school in theGerman-speaking part of Europe, areintegratingother (educational) staff with occupations other thanteaching into working at all-day schools. Thus, teachers are increasingly expected to engage in
multiprofessional collaboration (Böhm-Kasper et al., 2016).In this paper, we focus on the recently
initiated debate on professionalism in the schools and in extended education. We clarify concepts ofprofessionalism and present the concept of professionalism known as Entwicklung vonProfessionalität im internationalen Kontext(EPIK;in English:development of professionalism inaninternational context).In the concluding section, we outlineprofessional development, thepossibilities of development ofprofessionalism of the occupation as a whole (professionalization),
individual development of professionalism, and the emergenceof a professional identity.

Quality and usefulness of education in Leisure Studies-Jakob F. Þorsteinsson, PhD, adjunct professor, University of Iceland; Vanda Sigurgeirsdóttir, PhD,
assistant professor, University of Iceland and Eygló Rúnarsdóttir, PhD, assistant professor, Universityof Iceland
Abstract:
The paper is based on a study conducted in the spring2020 among graduates of the BA program in
Leisure Studies at the University of Iceland. The program started in 2001 with the first students
graduating in 2005. Earlier we have done research on the cohort 2005 to 2012 and now we want to14

study the cohort 2013-2019. The aim of the study is to obtain the perspectives of the graduatedstudents regarding the program and how it has benefited them in employment and in further
education. The aim is also to discuss the background and development of the program. There arethree main research questions: What are the graduates’ attitudes towards the Leisure Studies
program? How has the program been useful in life and work? How does the program serve as
preparation for further study? Data is gathered with a questionnaire in which the participants
responded to questions and statements. The main findings from our former research on the cohort
2005 to 2012 are that students are generally pleased with the program in Leisure Studies, it is usefulin their work and in continuing education and it has strengthened them personally and theoretically.
It is a good preparation for the various activities in the field of leisure, did increase confidence, as
well as training in literature and the ability to express themselves orally and in writing. The program
has also been shown to be strong when looking at aspects related to values, social responsibility,
moral judgment and sustainability.

Core Competencies in Planning Afterschool Professional Development-Dr. Daniele Bradshaw, PhD, associate professor, Liberty University School of Education, USA
Abstract:
Professionalization and professionalism are important considerations for afterschool extended
education professional development. Afterschool providers can use core competencies as afoundation for professional development endeavors. Core competencies usage must address thegoals, structure, and content of afterschool professional development, in addition toaccounting forsite-based planning needs. This symposium examines core competency influence on afterschool
professional development in the United States. In the symposium, participants will also discuss
perspectives on how professionalization and professionalism affect the use of core competencies inafterschool professional development.

Professionalism and professional standardsin Australia-Dr. Jennifer Cartmel, Griffith University, Australia; Dr. Bruce Hurst, research fellow, University of
Melbourne, Australia and Kylie Brannelly, CEO, Queensland Children’s Activities Network, Australia
Abstract:
In Australia, School Age Care Services have a workforce that has been an eclectic mixture of
disciplines and sometimes linked inappropriately to the workforce for very young
children.Queensland Children’s Activities Network (QCAN), a peak advocacy body for school age careservices in Australia has developed a set of Professional Standards for educators. The Standards
reflect and build on national and international evidence that an educator’s effectiveness has apowerful impact on children’s wellbeing and development(Cartmel & Brannelly, 2016; Melhuish, E.,
Sammons, P., Siraj-Blatchford, I., & Taggart, B., 2009). The professional standards for educators areintended to guide professional learning, practiceand engagement and facilitate the improvement ofeducator quality and contributes positively to the public standing of the profession. QCAN haveconducted a professional development program to support the implementationof the Standards. As
part of this implementation there is a research program that is providing rich insights into
participants’ reactions to the Professional Standards, how they interpret them, implement them in15their services, and the organisational factors that influence this work.This presentation reports on
the findings from interviews with educators to examine the use of the professional standards inservices. The research has been framed by a five level model of evaluation (Guskey, 2016) to providea systematic evaluation of the learning associated with the professional standards for the school age
care workforce. The findings are diverse and sometimes contradictory, and provide insights into how
educators think about professionalism and professional standards in the context of extended
education.

Parallel seminars 2 – Friday 10.15 am - 11.45 am:
Parents and community
Murri Trail: Community partnership-Pam Kildey, managing coordinator, the Kuluin School, Australia; Josh Adcock, assistant coordinator,
and Jennifer Cartmel, PhD, senior lecturer, Child Youth and Family Studies, Griffith University,
Australia
Abstract:
The Murri Trail is an important community initiative at Kuluin State School OSHC to learn from thepast to inform the future. Children at the school age care program are able to play in the samelandscape as children who lived in the many many years ago.
In Australia, School Age Care services use My Time Our Place Framework for School Age Care inAustralia which supports Goal 2 of the Melbourne Declaration on Education Goals for Young
Australians which has now been revised and states that education should enable all young
Australians to become conﬁdent and creative individuals, successful learners, and active andinformed community members. Further in this revision of goals referred to as the Alice Springs(Mparntwe) Education Declaration Australian Governments renewed their commitment tocelebrating and learning from Aboriginal and Torres Strait Islander cultures, knowledge and histories
and ensuring that Aboriginal and Torres Strait Islander peoples are supported to imagine, discoverand unlock their potential. This commitment recognises the more than 60,000 years of continual
connection by Aboriginal and Torres Strait Islander peoples as a key part of the nation’s history,
present and future. Through education including school age care services there is a commitment toensuring that all young Australians learn about the diversity of Aboriginal and Torres Strait Islander
cultures. Welcoming and valuing the local, regional and national cultural knowledge and theexperiences of Aboriginal and Torres Strait Islander peoples will help the school age care community
to build authentic partnerships with local communities and teach young Australians the value of ournation’s rich history. More importantly, it fosters a culturally supportive learning environment where
all young Australians can thrive educationally and in all facets of life.

Working towards an equivalent school age edu care in Västerås – a developement program within
the municipality-Magnus Petterson, school developer, Muncipality of Västerås, Sweden and Anna Östman, PhD
student, school developer, Mälardalen University, Municipality of Västerås, Sweden
16

Abstract:
In 2016 school age edu care got their own chapter in the Swedish curriculum and this means that thework within the extended education has their own goals. In the municipality of Västerås adevelopment program started at the same time with the aim to support an equal school age edu care
between all schools. In Västerås 87% of the students in the age of 6-9 attend to the school age edu
care. This paper will present the ongoing development program.
The aim of the development program is to establish an equivalent school age edu care and tounderstand how the systematic quality work can be used to improve the activities. The mainquestion is how a municipality in the size of Västerås can establish common and known goals for allteachers working within the schools to make an equivalent school age edu care which support
students in developing their knowledge in school.
The preliminary results show us that a long-term work is crucial as well as cooperation between
teachers, principals, developers, administration and politicians.

Extended education and immigrant students
Missing out? Constraints and participation of immigrant youth in structured leisure activities in
Iceland-Eygló Rúnarsdóttir, MA, adjunct, University of Iceland and Eyrún María Rúnarsdóttir, PhD, assistantprofessor, University of Iceland
Abstract:
Structured leisure activities seem to be an educational platform for youth due to their innermotivation for participating in activities of their own interest. Offering both peer support andprofessional support, participation in various activities seem to enhance educational opportunities
for disengaged and marginalised youth. Some studies however find lower prevalence of participationin structured leisure and sports activities among immigrant youth as when compared to native youth.
The aim of this study was to map participation in youth clubs, structured sports, art classes, andyouth organizations among immigrant and native youth in Iceland and to explore the constraints the
young people report regarding such participation. Data from the international research network
Health Behaviour in School-Aged Children (HBSC) was used. Data collection took place in Iceland in
2017-2018 when 7160 adolescents, 54% of the population of 12, 14 and 16-year-old, answered astandardized questionnaire. Findings indicate that youth of a foreign origin were less likely to attend
youth clubs and organized group sports than native youth. Findings also suggest that health, lack oftime, and lack of self-esteem may explain these differences in participation by ethnic origin.
Awareness has to be raised regarding immigrant youth participation in structured leisure and sports
activities in Iceland and the constraints they face. Missing out on the educational benefit of leisureparticipation might have greater influence for immigrant youth than their native peers, enhancing
the marginalisation of immigrant youth and depriving their possibilities for a positive outcome.

The more, the better? Diversity of offres in all-day schools and their relationship with immigrantstudents´ school achievement

17-Nanine Lilla, PhD, researcher, Freie Universität Berlin, Germany and Marianne Schüpbach, Prof. Dr,
Freie Universität Berlin, Germany
Abstract:
In Germany, all-day schools are expected to provide extra opportunities for studentsat risk ofacademic underachievement. One group of students at risk is students from immigrant families:
International school achievement studies have repeatedly shown that immigrant students’ academic
achievement is below the average achievement of theirnative peers. However, findings fromextended education research suggestthat attendingall-day schools aloneis not enough(e.g.
Schüpbach, Frei, von Allmen, & Nieuwenboom, 2018). The quality of all-day school offerings is
considered to play a key role(e.g. Vandell, 2013). Another notionthat isfollowed is the quantity
ofofferings provided in the all-day school context(DIPF, 2019; Schüpbach, Rohrbach-Nussbaum, &Grütter, 2018).In this study, we aim to explore what enables all-day schools to help immigrantstudentsto succeed academically. More specifically, we investigate the number and diversity ofoffers provided in the after-school context and their relationship with immigrant students’school achievement.Descriptive analysis showsthat schools vary in the numberand diversityof
offersthat are providedat least once a week. Preliminary resultsindicate that immigrantstudentsattending all-day schools neither profit from rich diversity of offersnor suffer from poor
diversitywhen regarding their school achievement.Not thediversityof offers seemsto make adifference,butrather the individual offers are decisivefor immigrant students’academic success.

Social inclusion
Tackling place-based disadvantage through individual empowerment: the approach of Berryhill’s
cradle-to-career school design-Kirstin Kerr, PhD, senior lecturer, University of Manchester, UK and Victoria Hirst, ESRC CASE
Studentship PhD researcher Manchester University, UK
Abstract:
This paper considers what an extensive extended school offer might look like forschools serving disadvantaged populations with no clear target neighbourhood. In
the UK, the most extensive models of extended education employ cradle-to-career
school designs, developing a seamless pipeline of holistic support for children
throughout their schooling, with ‘wrap-around’ services to improve health and wellbeing
in family and community contexts. However, school choice policies meanchildren do not always attend their local schools. This can break or weaken the link
between schools and the neighbourhoods in which students live.
We report on findings from an 18-month empirical study of Berryhill School’s
emerging cradle-to-career design in South-East England, serving a geographically disparate but
disadvantaged student population. We draw on Lawson’s (2016)
definition of ‘wicked issues’, Bronfenbrenner’s (1979) socio-ecological theory andNixon’s (2011) concept of ‘slow violence’ to consider how educational disadvantage
becomes ingrained in particular neighbourhoods and residents’ lives over time, andhow cradle-to-career designs might mediate this.
The findings reveal that Berryhill has positioned itself as a cohesive community for its
students and families, wherever they live; its overarching aim is to achieve18intergenerational parent-led change in individual families. To some extent, it isintervening in place-based dynamics by promoting a unifying sense of schoolcommunity and some new service infrastructure. This suggests cradle-to-career
designs can be developed which are not reliant on close school-neighbourhoodalignment, but which nonetheless draw on, and strengthen, area-based assets toenable suitably contextualised and individualised responses to disadvantage.
Participation in organized leisure activities – A matter of social background?
-Karen Hemming, PhD, senior researcher, German Youth Institute, Germany
Abstract:
Organized leisure activities offer educational processes in non-formal settings and play a major rolefor youth development. Their potential is often underestimated even though not only school-based
competencies are positively affected by organized activities. Especially the rapidly changing
development during adolescence can benefit. Participation in organized activities can support goal
orientation, social competencies, performance at school and vocational orientation. Therewith, it isparticularly important for socially deprived youth. However, mostly performance orientied youth andyouth from better equipped family backgrounds participate in organized leisure activities.
Based on the forms of capital (Bourdieu), the paper aims at analysing specific effects of social
background indicators on the participation in organised leisure activities for youth in lower andmiddle educational settings in Germany. Therefore, different determinants of organized leisureactivities will be examined.
Data derive from a quantitative baseline survey conducted in the final years of school (grade 9/10)
with n=1,547 participants. For measuring activity participation retrospectively a calendar instrument
was used. Cultural, social, and economic capital were included as social background indicatorscomplemented by migration background, gender, and school performance.
Social backround indicators show significant effects on the determinants of activity participation:
cultural capital and school performance play a major role for activity rate and diversity of activities.
Continuity is furthermore affected by social and economic capital in the family.
The results illustrate the importance of social background indicators for participation in organizedleisure activities. Socially deprived youth miss out on non-formal education opportunities, thus, they
are faced with a twofold discrimination.

NABO – Social inclusion and belonging: Younug people in the Nordic countries-Ellen Dröfn Gunnarsdóttir, PhD, methodologist, University of Iceland and Gestur Guðmundsson,
PhD, professor, University of Iceland
Abstract:
NABO is a project launched by the Nordic Council of Ministers in 2018 in Sweden. The project is forthree years and is a Nordic co-operation project aimed at examining youth´s social engagement in
the Nordic region and their experiences belonging to the community where they live. The aim of thestudy is to gain deeper knowledge and understanding of young people's experience of their socialand political status and to promote societal change in order to increase their societal engagement. In
19

Iceland, 6 review group interviews were conducted with a total of 37 young people both in thecapital area and other regions. What remains stands out for young people in Iceland is that theyoften have strong opinions about what can be better and they want to make an impact, but feel their
voices are not allowed to be heard. They have both experienced belonging and being excluded insociety, some have met prejudice because of their young age, sex or origin, and many experiencethat their independence can be limited by financial and social status. They want to make an impact,
but lack the resources and tools to do so and therefore want increased opportunities for politicalengagement.
The role of social work in the process of provision of inclusive education-Mariam Mazmanyan, researcher, Bern University of Applied Sciences, Switzerland and Emanuela
Chiapparini, PhD, professor, Bern University of Applied Sciences, Switzerland
Abstract:
The inclusive education reform has been the subject of widespread public debate both in Armenia
and in the Canton Bern. According to the policy of the Government of Armenia, by 2025 all Armenian
mainstream schools will provide inclusive education. The country goes through the transition from adual system (special schools and general schools) of education to the notion of inclusive education,
where certain supporting factors are in place for children with disabilities to study with peers without
special educational needs. One of the widely recognized supporting factors is the presence of a social
worker in the multidisciplinary teams of schools. However, in Armenia, there is no requirement by
the law to have a social worker in the multidisciplinary team and the importance and potential ofsocial work are not well communicated to the stakeholders.
In the Canton Bern reforms are also aimed at ensuring quality access to basic and advanced
education through provision of inclusive education and all-day schooling opportunities.
The cross-country research brings the light on the possible and actual role and functions that social
workers have in the inclusive education and long-day schooling settings in Canton Bern and Republicof Armenia. The research paper clarifies the scope of competencies which social workers may
exercise as a member of the multidisciplinary team as well as represents the challenges which social
workers face while working in the inclusive schools. Based on the research findings the authors makerecommendations on how to improve the social work practices in inclusive and all-day schools.

Symposium nr. 2
Professionalising the Extended Education sector
Chair: Dr. Eva Kane, director of studies, section for Child and Youth Studies, School-age Educare.
Stockholm University
Discussant: Dr. Jennifer Cartmel, senior lecturer, Child Youth and Family Studies, School of Human
Services and Social Work Griffith University, Australia
Symposium abstract:
The workforce in Extended Education share a significant responsibility in supporting children andyoung people to lead successful and productive lives. Extended Education particularly educare and20

after school care services have a workforce that has been an eclectic mixture of disciplines andsometimes linked inappropriately to the workforce for very young children.
Internationally extended education has undergone continual transformation in terms of function,
approaches and how it is conceptualised by stakeholders including communities and government.
The workforce in extended education services has been required to be responsive to these changes.
It has been a gradual transformation from having an unqualified workforce to becoming increasingly
professionalised. Professional standards can guide professional learning, practice and engagement
and facilitate the improvement of workforce quality and contributes positively to the public standingof the profession. They articulate what the workforce is required to know and do.
This symposium is an attempt to showcase a comparative perspective of what constitutes
professionalism in a rapidly growing sector. The symposium features presenters from Russia, Icelandand Sweden to share their research.
RUSSIA: Professional Standards for the Extended Education Teachers: Russian Case
-Roza A. Valeeva, D.Sc., prof. Kazan Federal University, Russia and Ramilya Sh.Kasimova, Dr.
associate professor, Kazan Federal University, Russia
Abstract:
The renewed goals of the Russian education system create new requirements for the quality ofteachers and the level of professional teaching in general. It is necessary to develop new professional
qualities of additional education teachers with the standard of professional activity in the field oftraining, education and development.
The Russian “Professional standard of the extended education teacher” had a long way in evolution.
The professional standard is structured as a set of generalized labour functions, the implementationof which leads to a common goal. Each of the generalized function integrates the complex of labour
functions, the labour function, in turn, is divided into labour actions, skills and knowledge necessary
for its implementation. The presented in the Professional Standard description of the extended
education teachers’ labour functions allows directors of educational institutions streamlining certain
aspects of local documentation and staffing in an educational institution. The main goal of theextended education teachers according to the Professional standard is the organization of activities
for mastering a complex of knowledge and competencies, creating pedagogical conditions fordeveloping creative potential, satisfying a complex of personal needs for self-realization andstrengthening health, organizing meaningful leisure activities, as well as providing accessible means
for students to achieve the results of additional program content.
The paper presents the results of a survey of teachers working in the institutions of the extended
education in Kazan. The research objective is to study the teachers` opinion about implementing
professional standard in their work, career growth and professional development with the help of
our special questionnaire.
ICELAND: Policy and Practice: The school age-educare workforce in Iceland and the implementation ofa new quality framework.
Abstract:
Following new policy and regulations concerning school-age educare in Iceland, a quality framework
was introduced in 2017. This paper explores the perspectives and experiences of the professional
21

and non-professional workforce to the policy changes and the implementation process. Data wasgathered through an online survey and with focus groups analysis. Expected findings will provide
valuable information on the complexities of policy implementations and on the vulnerable andperipheral status of the school-aged educare workforce in the education system.
-Kolbrún Pálsdóttir, PhD, dean and associate professor, School of Education, University of Icelandand Steingerður Kristjánsdóttir, PhD, adjunct professor, School of Education, University of Iceland
SWEDEN: Professional learning in educare-Lena Glaés-Coutts, PhD, assistant professor, Institutionen för didaktik och lärares praktik,
Linnéuniversitetet, Sweden
Abstract:
When the Swedish National Agency for Education designated a chapter to School- age Educare in the2011 national curriculum, many teachers cheered as they had long advocated for legitimacy of thissection of elementary education. At the same time, the interpretation of a curriculum for students
who are not obligated to attend this part of elementary education became a topic of debate for botheducator and researchers. How teachers can process and decode curriculum is an important aspectof the enactment of teaching practices in schools in times of curriculum reform. Thus, a need forwell-educated staff places an emphasis on sustainable professional learning for teachers at the
School-age Educare centers. One type of professional learning that contains elements of both formal
and informal professional learning is belonging to a professional network. This research examined
how networks, and specifically university based networks, contribute to supporting a sustainableprofessional learning for teachers in School-age Educare.
The findings revealed that the teachers who participated especially valued being part of a larger
community where were able to reflect on their practice with others. Belonging to a network is
participating in a form of learning that takes place in a community of practice (Lave& Wegner, 1991).
The participants in the network functioned as a group, jointly negotiating and re-negotiated both its
purpose and format. Through the practice of experimenting and learning together in the network
meetings, they build their professional identities and collectively created meaning that allowed themto connect theory and practice.

Symposium nr. 3
Children’s voices and perspectives in research in the field of Extended Education
Chairs: Helene Elvstrand and Bruce Hurst Honouring children’s right to a voice and the right to playin research: Contesting and constructing the boundaries of research and play in Australian extended
education settings-Bruce Hurst, PhD, research fellow, University of Melbourne, Australia
Abstract:
Participatory research methods seek to give greater involvement to marginalized groups likechildren, who have traditionally found themselves to be the objects of research rather thanparticipants in research (Kellett, 2010). Participatory methods are most commonly conceptualised as22

a simple transfer of power from adult to child, where adult researchers invite children to take up
roles in the conduct of research, most commonly as providers of data (Gallagher, 2008). However,
Gallagher (2008) argues that realities are more complex and children do not simply take up theresearch roles offered to them.
This paper presents an analysis of a recent project conducted in an Australian Outside School Hours
Care setting that trialled a method which sought to honour children’s rights to a voice, and to playand leisure. The researcher collaborated with 7 child participants in their first year of school seeking
to engage them as research designers and analysers (Lundy et al., 2011).
This paper draws on Foucault (1977, 1980) to propose that categories active in participatory researchsuch as researcher, participant, research and play are produced through multiple, powerful acts by
adult and child. As such, these categories are not fixed but fluid, multiple and constantly in flux. This
paper provides examples of the unstable, contested nature of categories during participatory
research with children. It invites a re-examination of how participatory research is theorised,proposing that a simple rights-based conception is limited in its capacity to capture the exercise of
disciplinary power by child and adult.

Participatory research with children on the their well-being in all-day schools-Patricia Schuler, PhD, Professor, Zurich University of Teacher Education, Switzerland
Abstract:
When children stay at school the entire day, formal and non-formal activities come closer in time andspace. The extension of learning time at school is seen as an opportunity to achieve a higher degreeof educational equity and as compatibility between work and family life (Schüpbach 2018). Extended
education is expected to support learning processes based on the fact that these activities andprograms differ from classroom teaching and learning (Stecher & Maschke 2013). Research on theeffectiveness of extended education includes other aspects of student development such as noncognitive outcomes (Radisch 2009).
The over all research question was how children feel at school, during the day, in different activities
and programs.
Children (n=123) and teachers (n=12) from one all day school in Switzerland were mobilised througha participatory action research approach and strategies like collective decision making on: with whatkind of instruments can children’s views about their well being be collected? How can children’s wellbeing at school be improved in the future?
The work practices involve joint research and reflection between researchers, children and teachers
regarding planning, action and practice (Zuber-Skerritt 2011: 5-6).
Children’s suggestions on school improvement touched the topics of the importance of children’s
participation in school culture, and the extension of the program and activities in extended
education. Children conducting the research felt empowered and reframed their knowledge about
research “that is not just about elephants and other animals…”.

23

Children’s perspectives on teachers' work: Children's map drawing as a basis for conversation withchildren-Lina Lago, PhD, senior lecturer, Linköping University, Sweden and and Helene Elvstrand, PhD, seniorlecturer, Linköping University, Sweden
Abstract:
As part of a project on cooperation between teachers in School-age educare centers (SAECs) andschool, we want to make children's perspectives on teachers' work visible. The aim of this study is toinvestigate what children see as important in teacher cooperation and to develop methods to do
this.
Using the theoretical concepts of Sociology of childhood, we want to develop and adapt methods togain children’s perspectives on cooperation between teachers. We argue that their perspectives areimportant since the curriculum states that cooperation should be for the good of the children(National agency of education, 2019).
We used a method where children got to draw maps during our conversations. The children worked
in groups (3-4 children) and were given the task of drawing a map of their school (where they
participated in both SAEC and school). Together, the children had to decide what should be included
on the map. Working with children, research ethics is important and we have worked with issues ofthe power (in)balance between us as adult researchers and the children as well as paying attention
to formal research requirements. Both guardians and children have given informed consent to thestudy.
Preliminary results shows that the children's perspectives on teachers' work in LTC and school can beunderstood as a tension where the children both make a point of separating LTC and school, at thesame time as they take whole day perspective on LTC and school activities.
What it means to be a participant: Children’s views about participatory research in extended
education settings-Helene Elvstrand, PhD, senior lecturer, Linköping University, Sweden; Lina Lago, PhD, seniorlecturer, Linköping University; Bruce Hurst, PhD, research fellow, University of Melbourne, Australia
and Patricia Schuler, PhD, Professor, Zurich University of Teacher Education, Switzerland
Abstract:
The first three papers in this symposium presented the views of three adult researchers who led
participatory projects in extended education settings in three countries. In this final paper, we handover to the children who collaborated with us on our research. Instead of inviting their views on a
research question, in this paper, we have asked children to express their views about the research
process itself.
Each researcher will present some of the views expressed by their co-researchers about their
participation in their current projects. The children’s views will be presented in a variety of ways
including text, drawings and photos. These varied means of expression speak to the differing
concepts of childhood that operate in each of our cultures and their capacity to influence theresearch process.
The children’s views speak to many issues including:• How do children understand the research process?
24

Does children’s participation in research contribute valuable knowledge and does it
justify the impact on children’s lives and their out of school time?
• What do children think about their experiences of participating in research?
• Do children even want to be researchers at all?
Whilst we cannot hope to answer any of these questions, we invite attendees to join us inreflecting on the children’s views and considering their implications for future projects and theapproaches we adopt in our work with children.
•

Parallel seminars 3 – Friday 2.30 pm - 4.00 pm
Extended Education and COVID-19
Adapting Culminating Events for Right Now: Insights from and for Creative Youth Development
Programs on Meeting the Needs of Young People During the COVID-19 Pandemic-Denise Montgomery, founder and principal at Culture Thrive, USA
Abstract:
Creative Youth Development (CYD) is a holistic approach toengaging young people through the artsand creativity to support them in thriving in all aspects of their lives. Young people consistently rank
culminating events --performances, exhibitions, youth summits, screenings of their films --as a
powerful motivator and key aspect of their involvement in creative youth development programs. In
2020, CYD organizations in the United States rapidly adaptedto new realities due to the COVID-19
pandemic while trying to maintain connection to and engagement of young people as well as
supporting young people’s mental health and well-being. This posterfeatures insights from a national
qualitative research study that explored how CYD programs adapted culminating events to thelargely virtual program environments of 2020. Findings include the topchallenges organizations face,trends in programming and events, and 11 strategies for adapting culminating events during the
COVID-19 pandemic. The research methodologyincluded an online survey in combination with indepth interviews; participation in group discussions among CYD practitioners; and one-on-one
conversations with CYD stakeholders. Survey respondents included 126 responses from every regionof the United States. Some hopeful news is that while organizations face many challenges, including
youth engagement; technology and connectivity; and staff capacity and stress, opportunities haveemerged with regard to events during the pandemic. Organizations reported that community
members have been more available to attend their events, which has been engaging for young
people. CYD programs also reported significant increases in youth leading events during the
pandemic and in youth employment opportunities related to culminating events.
Comparison of afterschool activities and time use pattern of students before the school closure andduring the lock down caused by the COVID 19 pandemic in Korea-Sang Hoon Bae, Prof. Dr, Sungkyunkwan University/Education and Future Institute, Republic ofKorea; Sungbum Cho, PhD, assistant professor, Semyung University, Republic of Korea; Hyeonseok
Jung, doctoral student, Sungkyunkwan University/Education and Future Institute, Republic of Korea;
Hyewon Jin, graduate student, Sungkyunkwan University/Education and Future Institute, Republic of25

Korea; Daseul Park, undergraduate student, Sungkyunkwan University/Education and Future
Institute; Republic of Korea; Jihye Jeon, undergraduate student, Sungkyunkwan University/Education
and Future Institute, Republic of Korea
Abstract:
This study aimed to explore what has changed in afterschool activities of students between thenormal times before the COVID 19 pandemic and during the school closure. Afterschool activities
include club activities, playing with peers, spending times with family members, and playing withelectric devices such as mobile phone and personal computers. Samples include 261 primary school
students, 281 middle school students, and 396 high school students in South Korea. This study also
compared afterschool activities among students from different socio-economic status. Finally, thestudy examined that differences in afterschool activities among students between higher and lower
SES students are related to the level of socio-emotional development. SES background of students
were measured by the level of cultural capital of the family and the level of socio-emotional
development was measured by Holistic Student Assessment (HAS) developed by Harvard PEAR
institute which. HAS contains items which measure Action Orientation, Perseverance, Relationshipwith adults, and Optimism. The study employed descriptive statistics and t-test.
Across all school levels, club activities and afterschool program participation were decreased, whiletimes spent for playing with peers were increased. Playing with electric devices such as games andSNS activities was dramatically increased across all school levels. Of note, lower SES students showed
greater time use for playing with electric devices, while higher SES students spent more time forspending times with their family members. Time use pattern after school was found to be related to
the level of socio-emotional development of students.

Policy and school age educare
Extended Education in Elementary School Districts in Japan-Kuniko Kaya, PhD student, Chuo University, Japan
Abstract:
There are about 20,000 elementary school districts in Japan, which play important role in the local
community not only as a school districts for children but also as an autonomous administrative
division. In each elementary school district, various types of extended education in out of school havebeen conducted by the local government, NPO, “Kominkan”: Community Learning Center, and so on.
Extended education is considered to be effective not only for improving children's academic and noncognitive abilities, but also for promoting multi-generational exchanges and building connections incommunities.
This study examines the correlation between efforts of extended education and changes of children's
awareness; particularly from the perspective of socialization and civilization. Also, it will show what
conditions are supposed to be necessary for extended education to contribute to the development oflocal communities, based on some cases of elementary school districts in Japan. The aim of this study
is to explore the possibilities that extended education will work effectively not only to improve thechildren’s skills and abilities, but also to contribute to sustainable development of the communities.
Philosophical health and conceptions of philosophy – a study at a School-Age Educare centre in
Sweden26

-Liza Haglund, PhD, senior lecturer, Södertörn University, Sweden
Abstract:
The aim of this study is to investigate the conceptions of philosophy and philosophical activities heldby pupils at a School-Age Educare (SAE) centre, here referred to as Logos. A departure is taken in thenotion of philosophical health (Miranda, 2019).
The study relates to research on learning in terms of contextualisation (Halldén, 1999). So as not to
reduce learning to the intersubjective discursive practices recognised in socioculturalism (e.g. Lave &Wenger, 1991) nor focus on the individual and psychological aspects recognised
in Piagetian constructivism, this study departs from a holistic view of learning that is basedon the epistemological stance developed by Davidson (2001) and formulated in his version of
the principle of charity (PoC) (cf. Haglund, 2017). The approach isinterpretative, also accounting for the idiosyncratic use of language.
The study was undertaken between March 2018 and September 2019. The data consistof four audio-recorded activities that were undertaken with 21 pupils aged 9–11 years old at Logos,
as well as audio-recorded formal interviews and informal interviews noted in a logbook. The
data have been analysed by departing from PoC when exploring pupils’ specific contextualisations.
A preliminary result shows that philosophy is contextualised as a subject that aims to train pupils todevelop certain skills, such as being observant and listening carefully to others. It is also
contextualised as timeless and classical big questions, or paradoxes that have no answers. Children’s
own questions appears not to be counted as philosophical, by the children themselves.
Fostering a Global Perspective through an Extra-Curricular Activity: Model United Nations-Özge Kortel, graduate student, Yıldız Technical University, Turkey and Bünyamin Bavlı, assistantprofessor, Yıldız Technical University, Turkey
Abstract:
The present study aimed to examine Model United Nations as an extra-curricular activity and explore
personal experiences, critics and suggestions regarding the club activities. In line with this purpose,
the research question was specified as the following: What are the experiences and opinions of thelearners taking part in Model United Nations Club? The participants of the study consisted of 12
students who took part in Junior Model United Nations Club at a private school in İstanbul.
Convenience sampling was employed in selection of participants and single case instrumental design
was adopted in the study. Data was collected through a semi-structured interview and conventional
content analysis method was employed in data analysis. The study revealed that Model UN promotes
learners’ cognitive, affective and social development in many ways. It supports the development ofreflective thinking, critical thinking and problem solving skills, besides building self-confidence anddeveloping empathy. Furthermore, it motivates learners to express themselves in the target
language and learn from one another through scaffolding and peer tutoring. The participants also
evaluated the club activities in a critical perspective. They put forward suggestions regarding thenumber of committees and delegates, club hours, selection of agenda items, and the preparation
period.

Curriculum and school age educare
Development of a Program to Foster Socio-Emotional Competences: An Intervention Study
27

-Heike Moyano Schmitt, research assistant, Freie Universität Berlin, Germany; Marianne Schüpbach,Prof. Dr, Freie Universität Berlin, Germany; Anna-Maria Seemann, co-chair and course coordinator,
Akademie für Ganztagsschulpädagogik, Germany; Heike Maria Schütz, co-chair and main
coordinator, Akademie für Ganztagsschulpädagogik, Germany
Abstract:
The educational goals of schools and all-day schools in Germany includes also support andstrengthening of students‘ social-emotional competences. This is embedded in curricula and schoollaws in Germany. As a result of the ongoing expansion of all-day schools, a form of extended
education, in Germany both the pedagogical staff and the students spend more time at school. Thisextended time frame is expected to allow for a better compatibility of career and family, but also to
support the students‘ learning processes and academic achievement. Another goal of all-day schools
is fostering the students‘ social and emotional competences. Organized as extracurricular activities,
extended education, they can focus specifically on supporting these competences. Studies from the
US reveal that extracurricular activities are especially effective for students‘ social behavior if they
are sequenced, active, focused and explicit (SAFE) (Durlak, Weissberg & Pachen, 2010). This
intervention study with a pre, post and follow-up design examines whether a guided, universal andpreventive interventional program fosters the socio-emotional competences of students in all-day
primary schools in extended education and is accepted by the involved stakeholders. The sample,
treatment and control group, comprises N=290 students (Grade 1 to Grade 4) at twelve open all-day
primary schools in the school year 2019/2020 in Bavaria, Germany.

The enactment of the new curriculum for Swedish school-age educare-Maria Norqvist, PhD student, Umeå University, Sweden
Abstract:
Swedish school-age educare (SAE) is a comprehensive practice for children in the ages six to twelve.
SAE is governed by the same curriculum as the compulsory school. In 2016, a specific section aimed
at SAE was added to the curriculum. The aim of this studyis to explore the process of introducing
therevised curriculum for Swedish SAE; to analyse how SAE-staff interpret and re-contextualise thetext in their practice, and how interpretation and realization processes relate to and affect eachother. The design of the studyis inspired by policy enactment. This paper presents the results of thethematic analysis of interviews from one municipality. Two schools in the municipality were visitedand in both schools the headmasters and SAE-staff were interviewed.An additionalinterview wasmade with the operations manager for all schools in the municipality. The preliminary results of theanalysis indicates that the curriculum text for the SAE is welcomed and that it has clarified themissionofSAE. However, there are also difficulties in the process of translating and transforming thecurriculum in the SAE settings. For example, the interpretation of the concept teachingis
problematic, since the SAE originates from a social pedagogical traditionanddo not useteachingto
describe the activities in their practice. Additionally,the SAE-staff expresses that they think that someformulations in the curriculum text puts the SAE in an underdog position towards the compulsory
school.

Spotting “mathematics” in Swedish school-age educare

28

-Anna Wallin, PhD student, Stockholm University, Sweden; Paola Valero, Phd, Professor, Stockholm
University, Sweden and Eva Norén, associate professor, Stockholm University, Sweden
Abstract:“If we want, we can see math’s in everything, but we should not limit ourselves to destroy baking
with math’s”. These words, from a teacher in the Swedish school-age educare exemplify thechallenges that can emerge when a subject as “mathematics” is made visible in the practice ofschool-age educare. The question that becomes central is; What can “mathematics” be in the schoolage educare? Ball and collaborators’ framework (2012) of policy enactment directs our attention to
the practice of school-age educare. With a close eye on interpretations, discourses and materials
involved in enactment processes, we identify activities that can be characterized as “mathematical”
in school-age educare. To spot what is “mathematical” in practice, we use Bishop (1988) six
mathematical activities and the notion of embodiment, drawing on de Freitas and Sinclair (2013).
From video recorded observations we studied how materials, bodies, discourses and interpretations
were present. The results indicate that school-age educare possess its own type of mathematics,
visible in participant’s interactions. Mathematical activities emerged in the process of interacting,interpreting and experiencing among students, relatives, teachers and staff in practice. Three typesof interactions are characterized as mathematical: doing creations; describing relationships andaddressing problems. A relevant result is the role of plausibility in the emergence of mathematicalinteractions, as expression of reasons for mathematical activity to be meaningful to participants in its
own context. This provides is an alternative understanding of what “mathematics” can be, that isdifferent from a formalized and school-driven mathematics.

Educare, after-school programs and civically engaged students
Is There an ”I” in ”We”? - Teacher´s Discursive Formations of the Child in Swedish School Age Educare-Sanna Hedrén, PhD student, University West, Sweden
Abstract:
What consequences derives from being construed as an “I” or a “We” at school age educare? In mystudy, by verbally constructing the child in collegial reflection talks, school age educare staff tend totalk about the child more frequently as a group than as an individual. That brings on questions aboutschool age educares role and contribution in a sustainable education. Is it to foster the child tobecome individually responsible for actions or to become a responsible individual in a group?
By using positioning theory and systemic functional grammar (SFG) as theoretical and analyticalframes in studying school age educare staff´s collegial reflection talks, my main findings are thatchildren are more frequently construed as a group, with limited agency and responsibility, and talked
about as a group that mainly is moving around between different locations. Individual constructionsof the child includes a higher degree of agency and responsibility and where often talked about interms of problematic behavior and specific needs.
In this presentation I develop the main findings in relation to school age educare as a part of asustainable education, with the perspective that staff´s language use is a crucial aspect to consider
when studying school age educare.

29Community based, after school, programs as key component of extended education-Stergiani Georgiadou, PhD candidate, University of Western Macedonia, Greece and Ioannis
Thoidis, PhD, associate professor, University of Western Macedonia, Greece
Abstract:
In recent years there has been a growing interest in the way students spend their time outside ofschool. A typical example is the operation of After School Programs in Europe and in the USA. In
Greece, similar institutions to the above are the Children’s Creative Activity Centers (CCACs). The
purpose of the research was to investigate the perceptions of the program held by children, parents
and staff. Participants in the research included 39 teachers, 220 students and I47 parents. These
were all voluntary participants drawn from 12 CCACs in the Greek region of Western Macedonia. The
data was collected using three written, structured, questionnaires, constructed for the purpose of
the survey.
According to the results, students, parents and teachers positively evaluated the operation of CCACs.
Students pointed out that they were given the opportunity to spend more leisure time with peers
and to make new friends. Parents appreciated the opportunity to leave their children in safe custodyduring working hours, as well as, the possibilities offered by the programs and activities of CCACs forthe personal development of their children. Teachers (and staff) focused on the importance ofprograms for the cultivation of communication, social and psychosocial skills of children.

A place to grow: Quality in Icelandic leisure centers-Oddný Sturludóttir, adjunct lecturer, University of Iceland, editor of an afterschool program guide,
Iceland
Abstract:
Leisure centers in Iceland have been a vital part of the education system in Iceland since year 2000,
they have grown in a rapid way and have gained both popularity with children and trust fromparents. But only recently have Leisure centres gained a legal status in the Compulsory School Act,
before they fell within different spheres: the educational system, the welfare system and the private
domain of the home. This change has made the framework for Leisure centers in Iceland more stableand pushes all stakeholders to ensure quality work.
The goals and criteria for work of Leisure centers for 6-9 year old children highlights four dimensions:
The children in the leisure center, working methods and activities, human resources and professional
work and finally resources and organization. The over-arching goal is to offer content-rich leisure andfree time activities in a child-friendly and creative environment in which the working methods arecharacterized by free play and choice. The goals are 16 and the quality criterias are 48.
The aim of the thematic handbook is to follow through both the new clause from the Compulsory
Act, and the criteria for quality. It sheds a light on the role and value of Leisure centers in the
Icelandic context and emphasizes on various issues in both theoretical and practical perspective.
Among themes are social and emotional learning at the Leisure centers, the importance of listening
to voices and views of children, how to work with culture, democracy, literacy, free play, outdoor andnature, inclusiveness and the importance of collaboration with other institutions, parents and otherstakeholders in childrens´ lives.

30

Children’s perspectives on premises and material resources in Swedish School-Age Educare Centres-Christina Grewell, PhD student, Mid Sweden University, Sweden
Abstract:
The aim of this study is to describe, interpret and problematize children’s perspectives in relation topremises and material resources in Swedish School-Age Educate Centres [SAECs]. The SAEC settings
are often integrated within the school itself. Previous research has reported shortcomings in thephysical learning environment in SAECs (Boström & Augustsson, 2016) which also has been
confirmed by the School Inspectorate's reviews (Skolinspektionen, 2010, 2012, 2018)
The study answers the question of how the students in four Swedish SAECs describe indoor premises
and material conditions and in what way they provide for activities in SAECs. The theoreticalframework of the study is based on sociology of childhood (Corsaro, 2018) and learning
environments in SAECs (Harms, Vineberg Jacobs, & Romano, 2014).
Data was collected through walk-and-talk conversations (Haudrup Christensen 2004) with thechildren on the SAEC premises. The data was analyzed using inductive content analysis (Hsieh &Shannon, 2005). The results are described through themes regarding the physical learning
environments and the possibilities and challenges children depict in the settings, i.e. space andequipment, noise levels, structuralization and possibilities for influence and participation. The result
also shows that the method, walk-and-talk conversations and children’s perspectives have a strong
potential to contribute by making children’s voices heard with the aim of helping to develop both thephysical learning environment and social practices in SAECs. The relevance of this study is that it cancontribute with children’s perspectives of the research area, as well as raising important areas for
future research.

Symposium nr. 4

Let our dreams come true – formal and informal learning, play and creativity in Reykjavík‘s
Educational spaces
Chair: Fríða Bjarney Jónsdóttir
Developing and implementing the Educational policy – Let our dreams come true-Fríða Bjarney Jónsdóttir, director of the Reykjavík Centre for Educational Innovation, Iceland
Abstract:
In January 2017, Reykjavik’s city council launched an ambitious initiative to shape a vision for the
future of educational development in the city, developing the Education Policy 2030 (City of
Reykjavik, 2018). The Educational Policy emphasizes that the “education of children and adolescentsis a societal project that takes place both formally and informally”.
A steering committee involving politicians, representatives for the Department of Education alongwith Icelandic and international advisory experts led by educational policy expert, Pasi Sahlberg werechampions for the work. Nearly 10,000 citizens among them preschool children, students, parents,
teachers, leaders and educational experts participated in responding to the question “what skills do
we want our education system to have provided our children by 2030?”
Based on the input from myriad of different platforms where the question above was discussed, fivefoundational competency domains where identified; social skills, self-empowerment, literacy,31

creativity and health. The Educational Policy “Let Our Dreams Come True” was launched November
20th 2018 and the implementation started early 2019. Simultaneously the city of Reykjavík launcheda plan with general actions taking place in the first three years, among them putting in place theDevelopment and Innovation Fund of ISK200 million to support the work in schools and leisure andby establishing the Centre for Innovation in Education.
In this Symposia we will firstly introduce the policy and discuss the implementation. Then we will
present three innovative projects focusing on extended and informal learning rooted in the central
goals of the Educational Policy.

Prevention project with a holistic community approach, aimed to improve sleep, reduce vaping anduse of energy drinks among children and adolescent-Haraldur Sigurðsson, director of Kringlumýri, a recreation-centre, Iceland
Abstract:
Bústaðahverfi, a district of Reykjavík is conscious of the importance of prevention work for children
and adolescents. With that in mind an initiative from the recreation-centre, schools, parents, servicecentre, sports- and scout club formed a project group to discuss existing data on well-being andevaluate risk behaviors among youth. The goal was to recognize most urgent preventive measuresand set forth a plan for the year 2019-2020.
Icelandic Centre for Social Research and Analysis (ICSRA) has for decades conducted a National Youth
Surveys, consisting of extensive data collection and information dissemination on welfare. Selfreported data from ICSRA and reports from Primary Health data base for this district, were examined
and compared to data from Reykjavik at large. Findings revealed that e-cigarette use, consumption ofenergy drinks and caffeine soda´s was higher in the district than in other districts. Big proportion of
the youth was sleeping less than six hours per night according to the data.
With these findings in mind the goal was set to improve sleep among children and teenagers as well
as decrease caffeine intake and use of e-cigarettes. The project group sought advice from the
University of Reykjavík and the Directorate of health in order to succeed with the goals.
Results will be made known in May/June 2020 when the project has been delivered. Hopefully it willshow better awareness in the community and better sleep behavior among children and adolescents.
If findings are positive similar projects are likely to be implemented in other parts of Reykjavik.

“Leisure literacy”-Fatou Ndure Baboudóttir, PhD student, University of Iceland and Tinna Björk Helgadóttir, directorof a children´s leisure center, Iceland
Abstract:
Linguistic development of young children is a prerequisite for effective reading skills. Strongemphasis has been placed on strengthening language and literacy in all areas of learning because of
the importance of language development and literacy in children’s overall education.
Reykjavík’s after-school centres have however until now not been a part of policy making regarding
language and literacy. Children at the youngest level in Compulsory Schools spend a large part of32

their leisure time in after- school centres. Therefore an extended platform for language and literacy
development can be provided within the centres.
“Leisure literacy” is a project developed in collaboration with the Department of Education andYouth in Reykjavík, the University of Iceland and the Icelandic Research Centre. It emphasizes goodand practical materials for youth workers to support language and literacy through play. After school
centres are the ideal platforms for working with language and literacy through non-formal practices.
“Leisure literacy” provides a toolbox that aims to promote language development and literacy within
Icelandic after school centres. A webpage has been developed with emphasis on practical tools,
where youth workers can access knowledge, educational materials, instructions and instructional
videos. The project “Leisure literacy” also focuses on using the strengths of technical advances, suchas proper use of apps.
Further support has been offered to youth workers in form of presentations and workshops. The“Leisure Literacy” project is unique both locally and internationally and provides an ideal tool thatcan be used in after school centres regardless of location.
Children and youth as active participants in shaping their own culture-Harpa Rut Hilmarsdóttir, project manager of children’s culture at the Centre for Innovation in
Education, Reykjavík, Iceland
The opening ceremony of Reykjavik children´s culture festival at Harpa is a shared moment of awhole cities fourth class and is planned to be a grand experience. For the children to feel ownershipthere one part which is prepared with them in advance. We connected that part with the new
education policy 2019.
The project started by two actors performance in all the schools with an act about letting dreams
come true. That was a preparation for the children´s project to answer questions about what their
dreams are. We got Icelands greatest textwriter to take the children´s ideas and make a text to a pop
song that a popular singer songwriter created. The song was sent to the schools before the festival
and the children sang it with the artist in Harpa. The song was on Icelands top hit lists and won
awards.
Skrekkur is an annual performing arts competition for youth. Youngsters from the cities schools
participate in the event. The youth have six minutes to stage a performance of their will and theychoose a theme they consider important each time. They become active citizens, often very political,
as they use all performing art forms to come forward a message.
The events objectives are to encorage creativity, think outside the box, practice longterm groupwork
sistematically, strengthen self identity of young people and schools, build up social life andencourage collaboration between schools and leisure centers. RÚV the Icelandic national
broadcasting service broadcasts all four events.

Parallel seminars 4 – Saturday 10.15 am – 11.45 am:

33

Sports and physical education
Physical Education and Sports Activities in Extended Education-Patricia Schuler Braunschweig, Phd, professor, Zurich University of Teacher Education, Switzerland;
Ilaria Ferrari Ehrensberger, PhD, professor, Zurich University of Teacher Education, Switzerland andKathrin Bretz, research assistant, Zurich University of Teacher Education, Switzerland
Abstract:
Primary schools in Switzerland are not generally organised as all-day institutions. Today, schoolcommunities are required by law to offer daytime structures. This includes care in the after-school
care centre, at lunchtime or supervised task assistance. There are a lot of arguments in favour of
expanding day-care structures: the compatibility of family and work, a fairer distribution of
educational opportunities and the strengthening of the school community. By expanding day schools,
the two institutions of school and care are entrusted with and linked to the common task of
education and training. The children's everyday school life is expanding and offers opportunities toparticipate in extra-curricular activities.
This project offers various extracurricular and movement-oriented activities at schools, e.g. the open
gym during the lunch break and voluntary school sports courses in the afternoon.
Parallel to the development and implementation of sport- and movement-oriented offers, training
and further education of teachers and caregivers is taking place so that sports courses andaccompanied offers can be offered.
In a first qualitative data collection based on interviews with school directors and supervisors at 14
day-schools in the city of Zurich, it was possible to show how the offers are used and perceived interms of quality and impact. In both primary and secondary schools, low-threshold offers with a low
degree of competition, such as the open gymnasium, were popular. The school management could
see a clear benefit, both for the physical development of the children as well as for the school's
cultural interests.

Games, physical activities, and outdoor excursions as powerful knowledge in Swedish school-age
educare-Birgitta Ljung Egeland, PhD, senior lecturer, Karlstad University, Sweden; Peter Carlman, PhD,
senior lecturer, University of Karlstad, Sweden and Maria Hjalmarsson, PhD, professor, Karlstad
University, Sweden
Abstract:
One central content in the revised policy document of Swedish school-age educare is Games, physicalactivities, and outdoor excursions. The overall aim of the project is to understand and develop
teaching with a focus on subject-specific knowledge in terms of selection and transformation of thecentral content Games, physical activities, and outdoor excursions.
The theoretical framework of the project is the concept of powerful knowledge (Young & Mueller,2013), focusing on both content selection and transformation, concerned with how
specific disciplinary knowledge can be made possible for pupils to acquire.

34

The collaborative project between the four teachers and the three researchers was based on a modelof Action Learning described by Zuber-Skeritt (2002) as a way for practitioners to develop
knowledge by acting, reflecting on practice, collaborating and learning from actual workplace issues.
A professional dilemmatic space is identified related to the difference from the compulsory
education, and how selection and transformation of knowledge content is conditioned by certain
aspects of governance, voluntariness and free time.
Conclusions
Despite the challenges of school-age educare our results also reveal possibilities, which offer uniqueconditions, and provide potential for pupils’ identity and knowledge development. This constituteimportant conditions also to develop education in compulsory school related to the ambition toempower pupils as the concept of powerful knowledge implies.
A comparative study of sports-programs for the acculturation of refugee youth-Peter Carlman, PhD, senior lecturer, Univeristy of Karlstad, Sweden and Lucas Silvestre Capalbo,
PhD student, Michigan State University, USA
Abstract:
This ongoing study uses an illustrative comparative design to investigate the experiences of refugee
youth in two different sports programs (one in the US and one in Sweden) designed to aid in theiracculturation. Both the Swedish and US data collection followed an interpretative paradigm and useda phenomenological methodology to understand the participants’ experiences in the sports
programs. Data was collected through semi-structured interviews with eight former program
participants in the US and with seventeen youth from refugee backgrounds participating in Swedish
sports clubs. The theoretical approach employed in the study followed the concepts of the new social
studies of childhood. This means after listening to the young refugees’ personal experiences, weconsidered them in relation to the design of the programs. The preliminary results show thatrefugees in both programs expressed positive outcomes that are consistent with those found inprevious research: feeling happy, supports-related physical health and mental wellbeing, socializing
with peers, and learning the language in a new country. Regardless of the program, the youth
perceived similar benefits, even though the refugees in Sweden participated in mainstream sports
clubs that were not specifically tailored to acculturation outcomes and also lacked appropriate staff
and resources. However, the comparison indicates that sports are not automatically a universal
language and can be problematic for acculturation. Both the Swedish and US data show culturalbarriers were linked to sports practice in the new country.

Sustainability
Education for sustainable development in Swedish School-Age Educare – teachers’ views on
constraints and possibilities-Annika Manni, PhD, associate professor, Umeå University, Sweden and Eva Knekta, PhD, associate
professor, Umeå University, Sweden
Abstract:
School-Age Educare is an integrated part of the Swedish compulsary school organisation, focusingsocial relations, childrens interests and play. Although included in the national school curriculum,
35there is a lack of knowledge of if and how School-Age Educare currently work with the mandatory
task of education for sustainable development (ESD). This article thus seeks to examine theeducational potentials, but also possible need for support, of School-Age Educare in relation to ESD.
Through analysing 453 teachers responses to a questionnaire with open and closed questions, wereveal that most teachers find ESD important, but also want to learn more about it. There is potential
in the educational task, and pedagogical approach, supporting ESD as a transactional and pragmatic
approach. The constrains contributing to ESD lies in the somewhat absent awareness among theteachers themselves, but also in the limited resources and time avaliable of carrying out
sustainability education at the centers.

Sustainability through Multi-professional Cooperation in All-Day Schools from the Perspective ofSocial workers and Teachers: A Qualitative Study on All-D ay Schools in Zurich, Switzerland-Andrea Scholian, MA, research associate, Zurich University of Applied Sciences, Switzerland;
Emanuela Chiapparini, PhD, professor, Zurich University of Applied Sciences, Switzerland; Christa
Kappler, PhD, lecturer, Zurich University of Applied Sciences, Switzerland and Patricia Schuler
Braunschweig, PhD, Professor, Zurich University of Teacher Education, Switzerland
Abstract:
In recent years, Switzerland has strongly promoted the expansion of extra-curricular care. Zurich isthe first city to plan a gradual and successive introduction of All-Day Schools (Chiapparini,
Schuler Braunschweig & Kappler, 2016). As a result of the introduction, All-Day Schools are shiftingfrom mono-professional to multi-professional organizations (Idel & Schütz, 2018). Prior to All Day Schools, most responsibilities were well defined and exclusive. The change in educational
policy has softened the boundaries of these responsibilities and led to the introduction of room forexchange and sharing of roles in school lessons or extracurricular activities (Kunze & Silkenbeumer,2018). Cooperation is a key factor in quality improvement and the successful interlinking ofteaching and extracurricular activities (ebd.). According to Breuer (2015), there are three formsof cooperation with different goals as assistance, increase the participation of all participants anda critical exhance with the aims to increase quality.In this presentation, we address the findings ofthe research project "AusTEr - Negotiation Processes in All-Day Schools in Zurich”. Qualitativeinterviews with narrative passages (Schütze, 1983) were conducted with social workers andteachers and evaluated according to the Grounded Theory (Strauss, 1990). The results indicate thatby expanding All-Day Schools, cooperation settings have been structurally created and morecooperation is taking place. Although the perspectives of social workers and teachers reveal the
striking frequency of pragmatic goals, it is also possible to identify forms of cooperation whichshould allow for a critical exchange and contribute to an increase in quality.

Policy, homework and academic writing
Homework arrangement in the context of extended education in Greece-Papazoglou Magdalini, PhD candidate, University of Thessaly, Greece; Chaniotakis Nikolaos, PhD,
associate professor, University of Thessaly, Greece and Thoidis Ioannis. Phd, associate professor,
University of Western Macedonia, Greece36Abstract:
International comparative studies have shown that Greece is at the top of the countries regarding
homework quantity (OECD, 2014), although students do not perform equally high at international
assessments (LeTendre, 2015). Too much homework combined with the changes at the socialand family level have led to an increase of extended education, which aim at relieving parents of theburden concerning their involvement in their children's homework. In this context the All-day School,
the Children’s Creative Activity Centers and the Homework Clubs are established. All-day School offers
additional time to elementary school students for the preparation of their homework within theschool premises (Thoidis & Chaniotakis, 2018). The students’ participation in this program is optional
and without cost. The Children’s Creative Activity Centers operate as either private or under local
government administration and offer to students homework assistance and creative
activities. Homework Clubs belong to the public sector, have tuition and offer to students theopportunity to do their homework there. In conclusion, the goal of these forms of after-school
programs is both social and educational. The aim of this paper is to present in a systematic andcritical way studies that examine the extended education in Greece, which aims to assist students intheir homework. However, the children’s attendance to these programs and engagement withexcessive homework result in the significant reduction of students' free time and their opportunities
for playing, hanging out with friends or/and spending time with parents (Courtney & Nix,
2018. Singh, et al., 2020).

Teachers enacting shifting policy in Swedish school-age educare-Karin Lager, PhD, postdoc-researcher, University West, Sweden and Jan Gustafsson-Nyckel, PhD,
professor, University West, Sweden
Abstract:
The aim with this paper is to explore teacher’s enactment of new policy in Swedisch schoolage educare. There has been numerous of policy changes in Swedish school-age educare in line witheducational reforms across Europe. As a result of these policy changes, the school-age educare as an
institution has undergone significant and substantial changes in terms of its social mandate,educational goals and content. In this paper we investigate how these policy changes has affected
and transformed the everyday practice for the staff working in these settings and in our analysis, wetake our point of departure in policy enactment theory (Ball, Maguire & Braun 2012). Policy
enactment theory is focusing the policy process of how policy is transformed into practice and we areinterested in how policy is enacted in specific school-age educare settings. This specific paper
contains of group interviews with 53 staff interviewed in 12 groups considering the latest 20 years ofchanges. In each setting the member of the staff was interviewed through focus groups. The result
highlight that, enacting new policy in school-age educare contains being restrained by materiality inseveral ways. School-age educare has limited mandate to impact their situation. The interpretive
perspective indicates that someone else then the educated staff has precedence to interpret andformulate the objectives in school-age educare. Further the analysis highlights a mix of competing
discourses in this new policy enactment process, from discourses of problematic children to
discourses of hope for change.

37

The Soft Realities of Hard Policies: A Systems Study of Continuous Quality Improvement in Publicly
Funded Afterschool Programs-Patrik Lundh, Ph.D, senior education researcher, SRI Education, USA, Carrie D. Allen, Ph.D, assistantprofessor, University of North Texas, USA; Bowyee Gong, research analyst, SRI Education, USA;
Mindy Hsiao, research analyst, SRI Education, USA; Rebecca Johnson, graduate student researcher,
University of North Texas, USA and Nino Kokiashvili, graduate student researcher, University ofNorth Texas, USA
Abstract:
The implementations of U.S. education policies and reforms often do not match reformers’ andpolicy makers’ intent. In our study of continuous quality improvement (CQI) implementation in
publicly funded afterschool programs in a large U.S. state, we see evidence of this pattern, as only afraction of afterschool sites implements CQI five years after the establishment of a state policy
requiring it. Recent scholarship suggests one reason reform implementation diverges from its intent
is that education policy follows a “hard system” paradigm, which does not account for the “softsystem” nature of human organizations. In this study, we apply systems theory to investigate how
hard systems assumptions interact with the soft systems realities of the organizations and people
that constitute the overall education system in which CQI is implemented. Overall, we find that thevariation in CQI implementation relates to problems with social relations, information flows, goals,
and organizational cultures. The organization of the system has created silos of information as well as
territorial behavior around access to people, information, and resources, which limit CQI
implementation. At the same time, other aspects of the system show opportunities for positivechange.

Supporting academic writing for extended education teacher students-Marcia Håkansson Lindqvist, PhD, senior lecturer, Mid Sweden University, Sweden and Susanna
Olsson, junior lecturer, Mid Sweden University, Sweden
Abstract:
Extended education provides possibilities to compensate for gaps within traditional education,
bridging school learning with learning in extended education. New teachers in extended education,
who today are extended education teacher students, will play an important role in this work. These
teachers will need both professional as well as academic skills such as writing to bridge these gaps.
This paper explores how extended education teacher students in a Swedish university context reflect
upon academic writing. Extended education students in their second year of studies were asked towrite a learning reflection (N=14) about their academic writing skills. For the teacher students in thisstudy, support in academic writing is needed, such as writing skills, structure and understanding the
genre of academic writing. These findings are of importance for teacher students to understanddifferent writing strategies and processes, which come about in the process of learning the skill ofacademic writing. The findings are also of importance for teacher educators who strive to support
extended education teacher students in academic writing and provide insights in general and more
specific support of students’ needs in higher education. How extended education teacher students’skills in academic writing develop, and later professional writing, may be an important key in bridging
the gaps between traditional school teaching in extended education and supporting pupils’ learning.

38

Parallel seminars 5 – Saturday 12.45 pm - 2.15 pm
Professionalism
Teaching in School age Educare in Sweden–How can School age Educare teachers Ṕ edagogicalContent Knowledge be described?
-Anneli Hippinen, PhD student, University of Stockholm, Sweden
Abstract:
This paper presentation will focus on School age Educare (SaE) teachers and their actions ininteractionwith students. The knowledge that SaE teachers transform into teaching is notusually
traditional school subjects such as mathematics, science or language, butmore frequently about
values, social interaction, identity, crafts, playetc. The SaE teachers teachin aninterdisciplinary way
withdifferent knowledge areas at the same time. This way of teaching in a free environmentwhere
the children can choose what to do requires a different way of teaching compared to instructions in aschool environment. The aim of thisresearch is to explore SaEteachers á ctionsin interaction withstudents,how teachers transform their understanding and knowledge to teaching. PedagogicalContent Knowledge (PCK) is the theoretical frameworkof the study. Shulman describes PedagogicalContent Knowledge as “subject matter knowledge for teaching”(Shulman, 2004, p204).The study
uses field observations, filmed observations and informal interviews as methods. This
paperpresentation will focus on how SaE teachers PCK can be understood through theconceptsoftransformation, representationand orientation. The findings show SaE teachers actions ininteraction with students, which kind oforientations the SaE teachers makeand how they represent
different kinds of knowledge areas.From the data collection,three categories of SaE
teachers’knowledge areas arechosenfor analysis: science subjects, social skills and meaningful leisuretime. The analysis is still an ongoing process so the presentation will focus on some examples fromthe analysis and how teaching can be viewed on in the SaE setting.

The professional life of leisure pedagogues at all-day schools in Styria/Austria-Gerald Tritremmel, University College of Teacher Education, Styria/Austria; Martin Auferbauer,
University College of Teacher Education, Styria/Austria; Werner Moriz, University College of Teacher
Education, Styria/Austria; Markus Neubauer, University College of Teacher Education, Styria/Austria
and Christian Neuper, University College of Teacher Education, Styria/Austria
Abstract:
Day care in schools is a significant interface between school-based learning processes and theextracurricular environment. A high-quality and pedagogically high-level overall care is expected. In
Austria, this is guaranteed by an institutionalized 2-semester training called “University course inleisure pedagogy”. The graduates of this training work in all-day schools in Austria.
The situation of these so-called leisure pedagogues has not been sufficiently researched. The aim of
the project is to give these pedagogical “jacks of all trades” a voice and thus clarify their needs andconcerns on the one hand and evaluate their training on the other.
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The research was framed by the HUGS scale (Tietze et al., 2005) to provide a systematic assessmentof the conditions and professional standards for an emerging field of work.
The general question is: who are these pedagogical all-rounders that design the leisure units at allday schools and what role do they play in linking school and extracurricular activities?
This is a mixed methods research project. In the first step, six leisure pedagogues provided guidelinebased interviews. Following a literature review and the insights of the interviews, a questionnaire
was generated. The survey will be conducted among leisure pedagogues all over Styria in early 2020.
The data will be analyzed by means of Statistical Package for the Social Sciences (SPSS).
We expect our results to clarify our understanding of the needs and concerns regarding working
conditions and to inform the training of the staff dedicated to extended education in all-day schools.

Literacy, learning and collaboration
Extracurricular learning and support activities in German all-day schools: Multi-perspective analyses
with a focus on homework activities and individualised learning time
-Johanna M. Gaiser, MA, research- and project assistant, Giessen University, Germany
Abstract:
Extracurricular learning and support activities are widespread in German all-day schools in addition
to curricular classes. Recent research shows that not every potential is yet being utilised to offer
individualised learning activities.
This project focuses on the current school conditions, which affect transforming schools: Is it possible
to identify different classes of schools regarding the organisation of different activities? Which
aspects of the schools` organisation are affected by implementing a new learning culture? How doschools arrange the relationship between curricular classes and extracurricular activities? In which
way do teachers and other pedagogues offer learning support for the students in homework
activities?
This research synthesis bundles four studies originating from the Study on the Development of Allday Schools funded by the German Federal Ministry of Education and Research (2005-2019).
Representative data was collected from school principals by questionnaire. In addition, qualitative
data was gathered in all-day schools. A latent class analysis lead to different classes of schools(system level). A longitudinal single case study revealed different issues for schools implementing a
new learning culture (school level). Multiple case studies lead to a systematic view on therelationship between curricular classes and extracurricular homework activities (activity level). Main
fields of individualisation were identified in homework activities (individual level).
This mixed-methods research project provides a structured multilevel view on the current
organization of learning and support activities in all-day schools. By assessing the different levels,school administration and practitioners can effectively direct their efforts to improve individual
learning support for every student.

40Promoting language repertoires of plurilingual students in Iceland: Is collaboration of community
heritage language schools and compulsory schools feasible?
-Renata Emilsson Pesková, PhD student, University of Iceland, Iceland
Abstract:
The aim of this paper is to outline possible trajectories for the collaboration of community heritage
language schools and compulsory schools in Reykjavík, and to highlight benefits of such collaboration
for the education of plurilingual students. This multiple case-study, theoretically rooted in the fastdeveloping field of HL education, and a well established field of critical multiculturalism, looks toanswer the question ´to what extent do educators reflect and build upon plurilingual students’
resources?´Community schools, by teaching literacies in HL, strengthen children´s linguistic repertoires,
metalinguistic knowledge, their overall knowledge and cultural insights, as well as their identities.
Students who attend non-formal heritage language instruction, receive extra language instruction, in
addition to cultural, art, science and other input. The whole linguistic repertoire, and in particularliteracies in all languages of plurilingual students, are an inseparable part of their social and academic
identities and experiences. Biliteracy develops in many learning spaces and more so when thesespaces connect, interact, and inform each other.
The contribution of this paper is drawing the attention to the contradiction of current mostly
monolingual practices of class teachers and heritage language teachers, as well as highlighting
positive examples of plurilingual practices. The research has implications for pedagogical practiceboth in formal and non-formal settings: Firstly, the research shows ways how to build on students´
linguistic repertoires and their rich plurilingual experience; secondly, the research suggests possible
forms of collaboration of heritage and compulsory schools.

Collaboration and inclusive education in Iceland-Jónína Sæmundsdóttir, PhD, assistant professor, School of Education, University of Iceland
Abstract:
One of the results of the inclusive education is increased need for collaboration of schools andvarious non teaching professionals that provide special services to schools and families of children
with special educational needs. In Iceland municipalities are legally obliged to ensure that special
services are provided. Other professionals from more specialized institutions, health care systemand private professionals also provide diagnosis, support and advice to parents and schools.
According to some research (e.g Cariere, Gascon and Deschénes, 2013) collaboration/coordination
between different professionals from educational system, health system and social services does not
happen automatically and can be inadequate.
Results are presented from a small scale study on the experiences and attitudes ofprofessionals/specialists (psychologists,social workers et.) working at different institutions of thecollaboration with school, families and other professonal institutions.
Seven professional from different institutons were interviewed. The interviws were analysed
according the thematic analysis and the ecological systems theory of Bronfenbrenner (1979).

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Findings indicate that coordination/collaboration between different institutions that provide services
can be problematic partly because institutions are governed by different ministries and other are run
by minicipalities. This comes at the expense of the children and their families. Institutions areunderfunded resulting in overburdened staff and long waiting lists. Participants value school staff
and find teachers to work hard to accommodate the children but they find the schools in need ofmore empowerment.

Symposium nr. 5
Extended learning: Valuing equity, access, inclusion, and authentic youth engagement
Chair: Helen Janc Malone
The value of equity and access in out-of-school time
Dr. Femi Vance, Researcher, Youth, Family, And Community Development, American Institutes for
Research, USA and Dr. Suzanne Stolz, Assistant Professor, Learning and Teaching, University of San
Diego, USA
Abstract:
A foundational tenet of the OST field is that all youth deserve impactful and engaging learning
experiences. That requires that organizations, programs, and OST professionals remain responsive tothe emerging needs of their diverse youth population and the communities in which they live. This
paper explicitly calls attention to deficit thinking, implicit bias, and privilege as complex, butnavigable, barriers to equity and posits solutions that address shaping organizations for access andequity and advancing equity through critical practice. We illustrate the tensions that arise whenorganizations and OST professionals try to engage all youth, especially the underserved - in OST wheninfrastructure, funding, and mindsets have not kept pace with the evolving needs of youth and theircommunities. A deep-dive into one program design conundrum – how to design programs for andwith disabled youth and their families – will illustrate organizational challenges and best practices toconsider when addressing barriers to equity.

Centering youth Voice toward collective action and social change: Principles, practices, and lessons
learned from youth-adult partnerships in out-of-school time (OST) settings-Dr. Deepa S. Vasudevan, Visiting Lecturer in Education, Wellesley College; USA
Abstract:
This paper focuses on the foundational principles and practices of a youth-adult partnershipapproach in out-of-school time (OST) settings in the education of young people. Youth-adultpartnerships are the practice of: “(a) multiple youth and multiple adults deliberating and acting
together, (b) in a collective [democratic] fashion, (c) over a sustained period of time, (d) throughshared work, (e) intended to promote social justice, strengthen an organization and/or affirmatively
address a community issue” (Zeldin, Christens, & Powers 2012, p. 388). Through highlighting casestudies of youth-adult partnerships, this paper puts forth a set of principles that are foundational tothese kinds of collaboration: (1) trust, (2) problem-posing methodologies, (3) democratic
participation, and (4) collective action. These insights are particularly important for out-of-school
time programs, where relationships are the essential driver for positive youth development (Akiva,
42Cortina & Smith, 2014; Deschenes et al., 2010; Smith et al., 2011). There are critical lessons that
schools can learn from the values and practice of intergenerational collaboration toward socialchange; the partnership approach reframes around the expertise and strengths of youth andprovides a powerful alternative to individualistic and adultist models of civic education.
Sperling Center for Research and Innovation (SCRI) – In their own words-Brenda McLaughlin, Chief Impact Officer, BellXcel and Managing Partner, SCRI Sperling Center for
Research and Innovation, USA and Bryan Hall, Senior Director, Research & Evaluation, SCRI, USA
Abstract:
The COVID-19 pandemic and its devastating effect on the educational landscape led <theorganization>, a national nonprofit that partners with youth-serving organizations, to develop a suiteof tools, resources, and curricula, called <remote program>, to support partners in delivering highquality remote learning programs in Summer 2020. <remote program> sought to support the socialand emotional (SE) needs of youth while offering teacher-led academic and enrichment activities forscholars and their families. <remote program> emphasized relationships and routines above all else,
asking staff to prioritize nurturing strong, positive relationships, putting in place consistent routinesand schedules, creating a sense of belonging and emotional safety, and ensuring high levels of
engagement.
To measure growth in SE skills, <the organization> administers surveys that ask questions aroundperceived changes in scholars’ SE competencies. Surveys, which include both scaled and open-ended
questions, were administered at the end of a program to families, staff, and scholars in the 4th grade
and higher. The <organization> conducted a mixed-methods analysis of survey results to learn about
the scholar experience in a remote learning environment to see how scholars, in their own words,
described their SE growth over the summer. The analysis revealed how <remote program> social andemotional learning programming positively impacted scholars and led to improved relationships,
increased confidence, strengthened growth mindset, improved self-regulation and engagement, andbetter routines and schedules. Results are complemented by quantitative findings across stakeholder
surveys and highlight the power a strong SEL curriculum can have on participants even remotely.

Engaging extended education stakeholders in measurement-Christina Russell, Senior Managing Director, Policy Studies Associates; Corey Newhouse, Founderand Principal, Public Profit, USA
Abstract:
This presentation will discuss strategies used by a range of extended education providers across theUnited States to effectively engage their stakeholders in analyzing, interpreting, and using data to
inform program decisions and improve the quality of services offered. Through these strategies,
programs put into action a central value of extended education: engaging, experiential learning thatvalues the perspectives and expertise of diverse voices. We will highlight strategies for using dataauthentically to inform learning in extended education programs in three ways. First, we will explore
how program leaders use data to make practical decisions about program design and improvement,such as identifying opportunities to enhance staff training and professional development. Second, we
will discuss practices used to engage program staff in making meaning of data collected throughhands-on coaching and facilitated discussions. Third, we will explore strategies for engaging the43young people served by extended education programs in evaluation and measurement, moving
beyond collecting data from and about young people to authentically engage them in design andanalysis. Throughout, we will focus on highlighting (1) the strategies that extended education
programs use to plan for and implement authentic engagement with data at each stage ofmeasurement—design, data collection, and interpretation; and (2) the contributions, or value added,of this engagement to program quality and success. The strategies featured in this presentation will
be drawn from the experiences of programs and authors who contributed to <a book on
measurement>.

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