Abstract
This paper analyzes how afterschool teachers and caretakers meet the demands for cognitive and creative development of students. Observations of lessons and sessions in afterschools (‘fritidshem’) for grade K-3 and staff interviews were used. The questions guiding the analysis concern what criteria are important when teaching thinking and creativity to students, how these are planned and represented in the activities, and how the results compare to the school analysis.
Teaching thinking and creativity presupposes that the teacher plans, assesses, chooses activities and tools, and arranges the setting carefully, with focus on fostering students’ habits of mind. The contextual and communicational interactions play a vital part of support. Evidence of the anticipated criteria was difficult to ascertain in the observed classrooms and afterschools. However, a few teachers present successful models, and some schools present school and afterschool interaction to improve students’ thinking and creativity.
Key words: thinking, creativity, cognitive development, lesson planning, afterschools (fritidshem)
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