University of Oulu, Finland (Taina.Kyronlampi@oulu.fi)
University of Lapland, Finland (Kaarina.Maatta@ulapland.fi)
University of Lapland, Finland (firstname.lastname@example.org)
What is good after-school childhood like? How do children perceive their daily rhythm? This study answers the following questions: 1) How are children’s daily rhythms structured according to children’s descriptions? 2) How do children’s autonomy and participation manifest themselves in children’s daily rhythms? and 3) How do children describe their encounters with others during their daily rhythm? This study applied phenomenological approach. 12 Finnish third-graders participated in this research. The data were collected in the form of photos that children took themselves and the researcher’s discussions with children. The role of after-school time was discussed as a part of children’s daily rhythm. The study showed that after-school childhood can be viewed from many points of view. Being alone after the school day can increase children’s autonomy and represent time when children can act freely and voluntarily. However, it does not make the time spent together with parents any less important.
Keywords: after school care; children; daily rhythm; phenomenological study; children’s experiences