Återgå och återuppta

Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa

Dahl, M. (2011.) Barns sociala liv på fritidshemmet. En studie om praktikgemenskaper och alliansbildning i egenstyrda aktiviteter. Licenciatuppsats. Göteborg: Göteborgs universitet

Elvstrand, H., & Närvänen, A-L. (2016). Children’s own perspectives on participation in leisure-time centres in Sweden. American Journal of Educational Research, 4(6), 496–503. doi:10.12691/education-4-6-10.

Flising, B. (1997). Fritidspedagogik - Skolbarnsomsorgens verksamhet och kvalitet för barnen. I Röster om den svenska barnomsorgen (SoS-rapport 1997:23) (s. 101–112). Stockholm: Socialstyrelsen.

Haglund, B. (2015). Pupil’s opportunities to influence activities: A study of everyday practice at a Swedish leisure-time centre. Early Child Development and Care, 185(10), 1556–1568. doi:10.1080/03004430.2015.1009908.

Hjalmarsson, M. (2013). Governance and voluntariness for children. International Journal for Research on Extended Education, 1(1), 86–95. doi:10.3224/ijree.v1i1.08.

Hjalmarsson, M. & Söderström, Å. (2014). Capturing the proven experience through action learning. The systematic work of developing quality in Swedish leisure-time centres. Action Learning Action Research Journal (ALARj), 20(20), 162-177.

Holmberg, L. (2018). Konsten att producera lärande demokrater. PhD Thesis. Stockholms universitet.

Holmberg, L. & Kane, E. (2020). Den tacksamma leken: Legitimering av fritidshemsverksamhet genom utbildningspolitik och forskning. Pedagogisk forskning i Sverige, 25(2-3), 92-113. doi.org/10.15626/pfs25.0203.05

Kane, E. (2015). Playing practices in school-age childcare: An action research project in Sweden and England. Doktorsavhandling. Stockholm: Stockholms universitet.

King, P. & Howard, J. (2014a) “Factors Influencing Children’s Perceptions of Choice within Their Free Play Activity: The Impact of Functional, Structural, and Social Affordances.” Journal of Playwork Practice, 1, (173–90).

King, P. & Howard, J. (2014b). “Children’s Perceptions of Choice in Relation to Their Play at Home, in the School Playground, and at the Out-of-School Club.” Children and Society, 28, (116–27).

King, P. & Howard, J. (2023). Free Choice or Adaptable Choice. American Journal of Play, 9(1), 56-70.

Lager, K. (2020). Possibilities and Impossibilities for Everyday Life: Institutional Spaces in School-Age Educare. International Journal on Research of Extended Education, 8(1). 22-35 https://doi.org/10.3224/ijree.v8i1.03

Lager, K. & Gustafsson-Nyckel, J. (2022). Meaningful leisure time in school-age educare: the value of friends and collective strategies. Education in the North, 29(1), 84-100. doi.org/10.26203/spn0-8f76

Ljusberg, A-L. (2023). The concept of pupils' interests in the context of school-age educare in Sweden. Early Child Development and Care, 193(2), 223-234. https://doi.org/10.1080/03004430.2022.2075356

Norqvist, M. (2022). Fritidshemmets läroplan under förhandling. Formulering, tolkning och realisering av del fyra i Lgr11. Doktorsavhandling. Institutionen för tillämpad utbildningsvetenskap. Umeå universitet.

Skundberg, Ø. (2022). Lekens instrumentelle verdi: fire eksempler fra praktisk-pedagogisk litteratur. In Pedagogikkens idé og oppdrag (p. 1 online (nettilkoblet) ressurs (side 27–41). Fagbokforlaget.

Vetenskapsrådet. (2017). God forskningssed. Stockholm: Vetenskapsrådet.