"Barn lär inte genom skärmarna i sig, utan genom mötet som sker runt dem.” : En kvalitativ intervjustudie om fritidshemslärares perspektiv på digitala verktyg, lärande och språkutveckling

This study explores how leisure-time teachers perceive the use of digital tools in leisure-time centres, with a particular focus on how these tools are meant to support children’s language development. The study is based on a qualitative approach and includes six leisure-time teachers working in leisure-time centres in a Swedish urban context. Data were collected through semi-structured interviews and written responses, which made it possible to gain insight into the teachers’ experiences, reflections, and everyday practices. The findings show that digital tools are frequently used to create motivation, engagement, and opportunities for interaction among children. Tools such as tablets, digital games, and creative applications are described as supporting both oral and written language development, especially when children work together in shared activities. Teachers highlight that digital tools can lower the threshold for participation and help children who are usually quieter to express themselves. At the same time, the informants describe that digital tools do not automatically lead to language development. Adult presence, clear structure, and purposeful pedagogical choices are described as crucial. The teachers also emphasise the importance of balancing digital and traditional activities, as well as the need for sufficient resources and opportunities for professional development. Overall, the study concludes that digitalisation in leisure-time centres has strong potential to support children’s language development, but this potential depends on how the tools are used and guided by teachers.