Fri och styrd lek i fritidshemmet : En kvalitativ studie utifrån fritidslärarens syn på fri och styrd lek

This study investigates the perceptions of after-school teachers about students’ participation in free and guided play in after-school centers, as well as the opportunities and challenges they experience in this work. Through qualitative, semi-structured interviews with four after-school teachers from different municipalities, we have collected their experiences and perspectives on how they work to balance free and guided play and promote student influence.The after-school teachers emphasize that both free and guided play are important for students’ development and learning. Free play promotes creativity, independence and social skills, while guided play provides structure and enables learning in line with the curriculum goals. The after-school teachers highlight challenges that arise when it comes to balancing students’ autonomy and pedagogical goals, especially when older students are not interested in guided activities. The study also provides practical examples of how after-school teachers involve students’ perspectives in planning and implementing activities, which strengthens their participation.The study highlights that the after-school center is considered an educational environment that offers students the opportunity to experience freedom and structure in their learning and playing. By highlighting the experiences of after-school teachers, the study contributes important insights into how the balance between free and guided play can be managed in practice.