Changes and Challenges in School-Age Childcare in Copenhagen

Autor/inn/en	Moloney, Mary; Pope, Jennifer
Titel	Changes and Challenges in School-Age Childcare in Copenhagen
Quelle	In: Education 3-13, 48 (2020) 1, S.76-86 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1575445
Schlagwörter	Foreign Countries; Child Care; Educational Change; Unions; Activism; College Faculty; Child Development; Elementary School Students; Leisure Time; Teacher Qualifications; Socialization; Holistic Approach; Play; Governance; Stakeholders; Recreational Activities; After School Programs; Accountability; Teacher Attitudes; Employed Parents; Educational Philosophy; Educational Benefits; Denmark; Ireland + Suchen Sie Ihr Suchwort? Ausland; Kinderfürsorge; Kinderbetreuung; Bildungsreform; Aktivismus; Politischer Protest; Fakultät; Kindesentwicklung; Freizeit; Lehrqualifikation; Socialisation; Sozialisation; Holistischer Ansatz; Spiel; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Freizeitgestaltung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Verantwortung; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Bildungsertrag; Dänemark; Irland
Abstract	The social pedagogic tradition has been integral to the culture of early childhood education including School Age Childcare (SAC) in Denmark for decades. Drawing upon interviews with multiple stakeholders: lecturers, representatives of an Education Research Institute, union activists an SAC provider and a policy maker, in Copenhagen, Denmark, this paper builds upon previous work to explore a paradigm shift in how SAC is organised, governed and supported in Copenhagen. Findings point to a repositioning of SAC within the educational landscape, where the traditional emphasis upon leisure and recreation is being overshadowed by academic achievement and accountability. There is evidence of tensions between teachers and pedagogues as they negotiate how to work together within SAC. Findings are salient to Ireland, where recent reports and initiatives see a renewed focus on SAC, as the State examines how best to support this emerging sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01