«It takes time for the day school culture to become a matter of course»

Educational scientist Emanuela Chiapparini researches the welfare of children at day schools. In this interview, she explains the effects of the cantonally regulated expansion of childcare.

Mrs Chiapparini, what does it take for children to feel comfortable at day schools?

We consider participative and long-term structures to be quality features and beneficial for the children. This means that children can organise themselves within their group, organise and divide up their «free time» themselves and help to shape the rules. This allows them to develop interests and pursue them in the long term. Be it reading, sport, music or arts and crafts. To do this, however, they must also be able to retreat to the areas provided for them and, accordingly, they need spaces that allow this. It has been proven that children's development is positively promoted when the team, teachers and socio-educational specialists pull together and enjoy working together.

Does it also depend on a child's character whether they feel at home in a day school?

What we now know is that children who would be labelled as conspicuous in the school system often integrate and adapt better in day schools. With the already adaptable, quieter children, on the other hand, you have to be careful that they don't get lost and don't get their money's worth. It can be observed that these children are less demanding and their ideas and wishes are therefore more likely to be overlooked.

To what extent must communication with parents also change when switching to day schools?

It is clear that dialogue is very important. This could be specifically observed in the «Day School 2025» pilot project in the city of Zurich with the abolition of homework. Most of the parents' concerns were not about no more homework, but about the fact that they want to know what topics their child is working on at school. How they are doing, what progress they are making. This need can be satisfied by providing appropriate opportunities for exchange and information.

In what way?

In the city of Zurich, for example, a wide range of sporting activities are organised by the sports office. In other areas such as art or technology, on the other hand, offers should still be created so that schools can also offer free courses outside of school hours.

The provision of day structures at schools is becoming an increasingly important topic: how do you monitor demand?

The trend throughout Switzerland is moving almost nationwide in the direction of day schools and more childcare facilities at schools. In Zurich, the impetus for the «Day School 2025» pilot project came from politicians, while in Baden parents have joined forces and pushed through their demands for such structures. In Bern, the schools are allowed to choose for themselves and are seeing more and more parents expressing an interest. But it will take time for this culture to establish itself and become a matter of course.

In rural areas, childcare services at schools seem to be less of an issue. Or is that deceptive?

You can't really say that across the board. For example, we are seeing more and more rural communities deliberately creating childcare facilities to attract newcomers who value such structures. Because they are often double earners. In rural areas, however, schools often face a major challenge when it comes to leisure activities, as there is not the same breadth as in the city. Although there is still a lot of potential in this area in the city.

When we look at the school systems of other countries - what can we learn?

Germany is often cited as a role model when it comes to day schools - but you have to realise that there are also many different forms of childcare options. There, too, the school system is not nationally regulated. However, Germany has tangible advantages, as the federal government and the federal states have invested more in research and start-up funding in particular. In Switzerland, we are still lagging somewhat behind: here, the federal government is left out in the cold by the cantonal school laws. So far, no research funding has been granted at federal level. There is also no start-up funding to motivate the cantons to switch over. One exception is the «Day School 2025» pilot project in the city of Zurich.

In addition to Germany, you have also studied school systems in the USA in detail. What input do you have from the research you conducted in New York schools?

I found it noticeable that there is a greater permeability between lessons and free time. Maths is sometimes taught in the garden and combined with physical work. Such examples can provide inspiration for our own ideas. However, we must not forget the programmes that exist at our schools and that we take for granted: Class camps, hiking, social and project weeks. There is also a lot of potential here for everyday life at day schools. Potential that we can utilise in the future.

About the person:

Emanuela Chiapparini ist Dozentin an der Berner Fachhochschule für Angewandte Wissenschaften, Co-Projektleiterin des SNF-Projekts zu pädagogischen Zuständigkeiten und ausserschulischer Bildung an Tagesschulen der Stadt Zürich und beschäftigt sich dabei mit Ansätzen der Armutsprävention von Jugendlichen, und dem Kindeswohl an Tagesschulen.
Emanuela Chiapparini is a lecturer at the Bern University of Applied Sciences, co-project leader of the SNSF project on pedagogical responsibilities and extracurricular education at day schools in the city of Zurich and is concerned with approaches to the prevention of poverty among young people and the welfare of children at day schools.

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