”Jag råkade med meningen”

In School-age Educare, the concept of teaching should be interpreted broadly to encompass care as well as development and learning. As outlined in the steering documents for School-age Educare, opportunities should be provided for pupils to engage in discussions on ethical issues and their own everyday lives. Through teaching, students should be supported in testing their own and others' ideas in dialogue and interaction. The objective of this study is to contribute with knowledge regarding specific teaching activities in fostering comprehension of the concept "forgiveness" within the context of the school-age Educare. The study employs a practice-oriented approach, drawing inspiration from Learning Study, and has been conducted in collaboration with teachers in School-age Educare. The material comprises nine video-recorded interviews and video observation of three conversations between students and teachers discussing a film or story that focuses on the learning object of forgiveness. The method of analysis was based on a variation theory approach, whereby categories were distinguished based on the students' understanding and the critical aspects that emerged. The analysis thus follows the understanding of the learning object and its critical aspects. The students’ understanding of forgiveness evolved from a narrow conception of the concept as a mere verbal expression of regret to a more nuanced understanding of its multifaceted nature. They began to perceive forgiveness as a process of taking responsibility, making amends, and relating to the other students in a way that acknowledges their sorrow. The results demonstrate how teaching fosters deeper insights into the concept of forgiveness and provides opportunities for students to engage in meaningful conversations in School-age Educare. These conversations are informed by the students’ evolving social, language, and conceptual development.