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I denna studie undersöktes förskolebarn och skolbarns uppfattningar av lustfyllt lärande. Fokus i tidigare forskning kring ämnet har främst legat på att utgå från lärares uppfattningar, men denna studie har riktat in sig på barns perspektiv av lustfyllt lärande. En fenomenologiskt inspirerad metod har tillämpats för att nå syftet, som är att utforska och beskriva det essentiella i barn och elevers uppfattningar av att känna motivation och lust till lärande. Vi ville också försöka förstå hur traditioner och institutioner formar barn och elevers möjlighetsvillkor. Datainsamlingsmetoden var gruppintervjuer och intervjumaterialet har analyserats och kategoriserats i teman. Resultatet av studien visar att essensen av barnens uppfattningar av lustfyllt lärande är:

skapande, lek, rörelse, matematik och att berätta, stå i centrum. Det främsta centrala temat från båda institutionernas intervjusvar är att skapa. Trots undersökningens begränsade omfång kan de medverkande barnens svar användas för att säga något i vidare mening om fenomenet lustfullt lärande. Det låter sig göras genom att vi relaterat undersökningsdeltagarnas svar till tidigare forskning. Studiens slutsatser är att essensen av fenomenet lustfyllt lärande kan delas upp i sex centrala teman. Förskolebarnen uppfattar att essensen av fenomenet lustfyllt lärande finns i skapande och i att berätta, stå i centrum. Skolbarnen uppfattar att essensen av lustfyllt lärande finns i matematik, lek, rörelse och skapande.

This study examined some preschool children and school children’s perception of joyful learning. Studies about joyful learning have been done before, although, those studies have been looking at the subject from a teacher´s perspective. The focus of this study is to research joyful learning from the children’s perspective. A phenomenological inspired method has been used to reach the aim. The aim of the study is to explore and describe the essentials of children and pupil’s experiences towards the feeling of motivation and desire to learn. Also we wanted to try to understand how traditions and institutions shape the conditions for children. The empirical data has been collected by group-interviews in one preschool and one school. The children that participated in school were six and seven years old and the children that participated in preschool were four and five years old. The material that we collected has been analyzed and categorized into themes. Varying themes has been sorted out and the invariant themes have been in focus for the aim of the study. The results of the study show that the essence of children’s perception of joyful learning contains creating, sharing by speaking and telling, being the focus of the attention, play, math and to be active with their bodies. Despite there are differences between the preschool children and the school children’s perceptions of joyful learning. The main theme for both is

creating, but the preschool children also highlighted sharing by speaking and telling or being the focus of the attention as significant and children in the school highlighted playing, math and to be active with their bodies as important for joyful learning. The conclusion of this study is that the essence of pupil’s experience of the feeling of motivation and desire to learn can be divided into the themes creating, playing, math, be active with the body and sharing by speaking and telling and being the focus of the attention. Since we have related our results to former studies, the children’s answers can be used to say something in a wider aspect, despite the limited dimension of the examination.