Principals’ vision of social learning in school-age educare

Abstract

ABSTRACT Work to support pupils’ social learning in Swedish school-age educare (SAEC) may be understood to depend on how the principal leads the staff and how the vision is set. Therefore, in this article the principals’ vision of social learning is investigated. Data are collected from group interviews with principals and analysed from an interactionist perspective, through Bronfenbrenner’s bioecological theory. The results show a vision of SAEC and compulsory school as one unit. Additionally, work on social learning is viewed as a topic to teach in SAEC. However, the general definition of a vision is not consistent among the participating principals, which gives rise to a need to clarify the construct of the vision, together with the staff.