Det kompletterande Fritidshemmet.

Abstract

The school and leisure time centers have been separated in Sweden historically, but there has been a change in that. Over the past thirty years there has been an integration between the two units. Leisure time centers have moved into school and the activities have moved towards more of a learning opportunity than before. The integration has been hard on the people working in the leisure time centers. They have experienced a hierarchy between them and the teachers working in the school. There have become new assignments for the people working in leisure time centers and from a political standpoint there have become a larger focus on learning with the introduction to a curriculum for leisure time centers. From the political view there have been a ambition to make the profession of working in leisure time centers more professional but at the same time there has been a deterioration in the work environment, with larger groups of children and fewer hours to make plans for a professional learning environment for the children. The reasons mentioned for the integration have been pedagogical with a whole day view on the children and their wellbeing. The other reason have been a financially one where there would be more economically to have the two units integrated on behalf of personal costs and premises costs.