No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
The aesthetics of play : a didactic study of play and culture in preschools /
Abstract
Thesis (doctoral)--Uppsala University, 1995. Includes bibliographical references (p. 221-232).
... Veresov (2004) introduces 'a hidden dimension' of ZPD in play where the level of potential development of a child cannot be reduced to the task the child can solve in cooperation with more competent peers as it always includes child's individual attitude (personal sense) to the task within the play situation. Lindqvist's (1995) conception of playworlds is another example of an original contribution to the cultural-historical conception of play. Ferholt (2007) explains this contribution as follows: ...
... Lindqvist's pedagogy is designed to investigate how aesthetic activities can influence children's play, and the nature of the connections between play and the aesthetic forms of drama and literature. She is trying to find a 'common denominator' of play and aesthetic forms, a denominator which she calls 'the aesthetics of play' (Lindqvist 1995). Lindqvist considers one of the most important conclusions of her investigation to be that the development of adult-child joint play is made possible through the creation of a common fiction, which she calls a 'playworld ' (1995). ...
... Four key pedagogical models are presented as examples to illustrate pedagogical models that focus on the relations between play, learning and development from a cultural-historical or activity theory perspective. They are Playworlds (Lindqvist 1995(Lindqvist , 2003; Hakkarainen and Brėdikytė, Volume 2), the Golden Key Schools (Kravtsov 2008; Kravtsov and Kravtsova, Volume 2), Developmental education ( van Oers 2012; see also Pompert and Dobber, Volume 2), and Tools of the Mind (Bodrova and Leong 1998; see also Bodrova and Leong, Volume 2). Each of these is described in detail in Volume 2. In this section, we draw out the key theoretical dimensions only. ...
... This often leads to the equally important creative and playful aspects being sidelined. Addressing this imbalance, the present article argues in favour of creating opportunities for young learners to take more agency and promote creative dialogue and playful expression in classroom reading practices through the framework of playworld (Swedish: lekvärlden) (Lindqvist, 1992(Lindqvist, , 1996. Specifically, this article attempts to answer the following questions: (1) how can oral and written interaction based on the reading of a children's book be understood in terms of playworld; and (2) in what ways can the concept of playworld enrich the understanding of students' and teachers' engagement with children's books? ...
... This often leads to the equally important creative and playful aspects being sidelined. Addressing this imbalance, the present article argues in favour of creating opportunities for young learners to take more agency and promote creative dialogue and playful expression in classroom reading practices through the framework of playworld (Swedish: lekvärlden) (Lindqvist, 1992(Lindqvist, , 1996. Specifically, this article attempts to answer the following questions: (1) how can oral and written interaction based on the reading of a children's book be understood in terms of playworld; and (2) in what ways can the concept of playworld enrich the understanding of students' and teachers' engagement with children's books? ...
... Detta perspektiv undanskymmer den lika viktiga kreativa och lekfulla sidan av att läsa litteratur. Denna teoretiska artikel adresserar denna obalans genom att visa hur konceptet lekvärld (Lindqvist, 1992(Lindqvist, , 1996 kan användas för att för att främja unga Acta Didactica Norden Vol. 17, Nr. 1, Art. 4 Chrysogonus Siddha Malilang et al. ...
Forskning har visat att skönlitteraturära texters position i nordiska klassrum ofta är som redskap för att utveckla språkfärdigheter och undervisa om strukturella aspekter av texterna. Detta perspektiv undanskymmer den lika viktiga kreativa och lekfulla sidan av att läsa litteratur. Denna teoretiska artikel adresserar denna obalans genom att visa hur konceptet lekvärld (Lindqvist, 1992, 1996) kan användas för att för att främja unga elevers agentskap och kreativa uttryck i läsandet av barnlitteratur. Mer specifikt svarar artikeln på frågorna, 1) hur kan muntlig och skriftlig interaktion baserad på läsningen av en barnbok förstås i termer av lekvärd, och 2) på vilket sätt kan konceptet lekvärld berika förståelsen av studenters och lärares möte med barnböcker. Forskningen baseras på en klassrumsstudie i en svensk årskurs 4 med fokuset på diskussioner och aktiviteter under högläsningen av Wegelius Legenden om Sally Jones. Resultatet möjliggör att skifta perspektivet från individuella läsare och läsresponser till ett dialogiskt samspel mellan barnen och den vuxne som på ett kreativt sätt omstöpte och utvecklade texten. Konceptet lekvärld visas som ett redskap som kan främja både lärares och elevers kreativa möten med litterära texter som bidrar till en kollektiv fantasi.
... This perspective has influenced early childhood education in Indonesia, being one of the dominant policy discourses (Formen & (1995), and discusses it's further development as a Conceptual Playworld, to bring in the learning of concepts within children's play (Fleer, 2018). Since Lindqvist's (1995) conception of Playworld, the literature on Playworld has provided theoretical and practical insights into the Playworld implementation in different situations in many countries, seen as a pedagogical strategy where teachers are positioned as the children's play partner (Ferholt & Lecusay, 2009;Fleer, 2020). However, limited study has been conducted in the Indonesian context (Utami et al., 2020a(Utami et al., , 2020b. ...
... Therefore, play and learning are intertwined. Lindqvist (1995) developed Playworld by drawing on cultural-historical theory and Vygotsky's (1966) aesthetic of play to combine the child's emotional experience and relation to real life. Lindqvist (1995) found the teachers' pedagogical roles in the imaginary play in the Playworld to be significant in supporting children's development. ...
... Lindqvist (1995) developed Playworld by drawing on cultural-historical theory and Vygotsky's (1966) aesthetic of play to combine the child's emotional experience and relation to real life. Lindqvist (1995) found the teachers' pedagogical roles in the imaginary play in the Playworld to be significant in supporting children's development. Playworld has specific practices and purposes that build an imaginary world based on folktales, where children and adults participate in different imaginary scenes that bring the characters and situations in the narratives to life (Lindqvist, 1995). ...
This paper examines how teachers in the Indonesian context create motivating conditions for children’s learning and development. Sixteen hours of digital visual observations on 38 children (mean age 4.4 years) were selected from a larger dataset of video observations, focus group discussions, and teacher interviews. Using the cultural-historical conception of play as the frame, the findings reveal that in the Playworld, the teachers’ ‘player’ role creates motivating conditions for learning by being inside the play together with children to unify imagination, cognition, and emotion in the play. Imaginary play transforms into experiences where children can learn mathematical concepts and develop self-regulation. This takes place within imaginary play. The teachers’ ‘player’ role creates dynamic interactions for supporting children’s learning and development. Therefore, it should be promoted as a new play pedagogy that can encourage degrees of freedom for players and support children’s play and learning.
... Sometimes termed "fictional" due to their unrealistic story context, we use the term "fantastical" to better encompass diverse simulations set in fictitious contexts or in which there are fanciful characters or unrealistic events. Fantastical role play also aligns with Lindqvist's (1995Lindqvist's ( , 1996 concepts of creative play and playworlds, which has been demonstrated as an effective pedagogical approach. Nilsson (2009) highlights that creative pedagogy of play and playworld, presented by Swedish play scholar Gunilla Lindqvist, manifests the theories of play, imagination, and creativity by Soviet psychologist Lev Vygotsky. ...
... Sometimes termed "fictional" due to their unrealistic story context, we use the term "fantastical" to better encompass diverse simulations set in fictitious contexts or in which there are fanciful characters or unrealistic events. Fantastical role play also aligns with Lindqvist's (1995Lindqvist's ( , 1996 concepts of creative play and playworlds, which has been demonstrated as an effective pedagogical approach. Nilsson (2009) highlights that creative pedagogy of play and playworld, presented by Swedish play scholar Gunilla Lindqvist, manifests the theories of play, imagination, and creativity by Soviet psychologist Lev Vygotsky. ...
... Creatively interweaving course materials and playful simulation design can improve students' perception of the material's relevance and connection to their studies, the real world, and their lived experiences ( Hill 2002 ). Creative play and playworlds offered valuable preparation for the "dangerous" world by developing valuable life skills through fictional dialogue and interactions ( Lindqvist 1995( Lindqvist , 1996. ...
Research demonstrates that simulations encourage students to apply their understanding of theories and content, navigate problem-solving processes with peers, support student motivation for learning, and reflect afterward to enrich their comprehension of course materials. Peacebuilding and international relations scholars have implemented simulations to improve student learning and understanding about complex dilemmas, such as collective action, structural inequality, post-conflict reconstruction, climate change, disaster management, and terrorism. However, studies of real-life-based simulations also indicate that they may entrench, rather than subvert, students’ extant bias, perpetuate cultural misrepresentation, and pose logistical challenges for instructors and students. We thus add to scholarly debates about the utility of role-play simulations in internationalized pedagogy settings by asking and answering: Do adult learners perceive fantastical role-play simulations as effective teaching and learning tools for cross-cultural negotiation? We bridge disparate literature on (1) simulations as active learning tools, (2) real-life simulation approaches for teaching cross-cultural studies, and (3) creative play pedagogy to investigate the utility of fantastical simulation as a pedagogical approach for teaching cross-cultural negotiation theories. While we examined the perceived effectiveness of fantastical simulations for adult learners in a graduate-level course, more research is needed to understand their utility in other classrooms and disciplines.
... Thus, play as a leading activity in early childhood was studied in the works of Elkonin who suggested an original theory of play (Elkonin D 2005 and in the original conception of play and learning by van Oers (Oers and van 2013). In the concept of 'play worlds' of Lindqvist (1995), the idea of an imaginary situation was further developed as a context collectively created by children and adults (Hakkarainen et al. 2013). Following this concept, the research by Fleer (2013) introduces a dialectics of individual imagining and collective imagining in 'play worlds'. ...
... Hakkarainen and Bredikyte 2015;Kravtsova 1999Kravtsova , 2004. In our opinion, these studies revealed two important aspects that develop Vygotsky's ideas about the role of play in child development: (1) collectively created imaginary situation and (2) dramatic narratives as critical components of collectively created imaginary situations in play (Lindqvist 1995;Hakkarainen et al. 2013). ...
... First, the digital game becomes a mediating tool of interactions in a process of digital play. Second, to play the digital game children collectively create an imaginary situation that constitutes a sort of 'micro digital play world' which, as research shows (Lindqvist 1995;Hakkarainen et al. 2013;Fleer 2017), provides conditions for the development of the child. An example is the Tamagotchi games ('Hippo' and 'Ginger') addressed to preschoolers (Kim and Runion 2020). ...
A body of research that investigates the social, cognitive and emotional effects of digital technologies on the development of children reports that digital technologies are limiting activities that connect children with people. On the other hand, there is a great amount of research on the positive role of digital play. However, digital games per se and their influence on young children's development remain less researched. The role of digital play and digital games in the development of young children is discussed within the framework of Vygotsky's cultural-historical conception. This article proposes a distinction between digital play (DP) and digital game (DG) as a cultural tool connected to the main components of play-imaginary situations, play rules and play actions. A 'normative situation', an important component of play that links play rules, roles and play actions, is introduced as a reliable criterion for assessing the developing potential of DGs. ARTICLE HISTORY
... We argue that it is also important to theorize and study relations of care as bidirectional, as relations of mutual care among all members of an ECEC setting (adult-child, adult-adult, child-child) where persons are one another's subjects of care, with the need to be cared for and care about one another [19]. We further this argument in this paper by exploring questions about the specificity of care relations in the context of playworlds [20], a practice of joint play between children and adults in ECEC settings. ...
... Although there are versions of playworlds that are adapted for work with persons in middle childhood, adolescence, and adulthood [21,22], playworlds are commonly situated in early childhood settings. This approach, which was introduced and developed several decades ago in Sweden by Gunilla Lindqvist [20,23], has also been developed and studied by researchers and practitioners in Finland, Japan, Serbia, and the United States [21,[24][25][26]. Broadly speaking, playworlds involve the joint creation by adults and children of a shared imaginary world often loosely based on a narrative, often from children's literature or drama. ...
... They led to the inclusion of two children whom their teachers were struggling to include. This radical inclusion, we argue, is a form of embracing interdependencies (as per our working definition of care [29]) in that Julia and Sarafina collaborated with formerly or potentially excluded children to transform and expand their possibilities for participation both in the here and now (responsive care) and through anticipatory considerations and moves (proactive care) to ensure that each child was not excluded from the life of the classroom [20] (p. 7). For example, this was clear in Dana's case: Julia's responsive acceptance of Dana's invitation to be in the Lion Cubs and Cats Playworld in turn afforded Julia the perspective to develop a proactive stance that led Julia to intervene to keep Dana from being sent to the special education class. ...
We investigate the concept of care in adult-child joint play through two cases that illustrate ways in which the development of care relations among researchers, pedagogues, and children—and the imaginary characters they create through their joint play—shape and sustain early childhood education and care research and practice. We focus on the ways that early childhood education and care pedagogues’ approaches to care provide insights into practices of social sustainability, specifically social inclusion. The cases we present are drawn from recent studies of early childhood play. The studies belong to a corpus of international research projects that are researcher-teacher collaborations. These studies explore a unique form of adult-child joint imaginary play known as playworlds. Playworlds are based on cultural historical theories of development and art, Gunilla Lindqvist’s studies of playworlds, and local theory and practice of early childhood education and care. Our analyses of playworlds are based, in part, on Winnicott’s concept of transitional objects. The two cases are drawn from ECEC playworlds in Finland and the US. Each exemplifies how playworlds, as forms of participatory design research, make social sustainability possible. Furthermore, these cases highlight how, by working with the boundaries between and moving between real and imagined, the participants are able to develop new ways of being that are radically inclusive. We argue that they do so by facilitating and maintaining the development of care relations among researchers, teachers, children, and, importantly, imaginary characters, in ways that create what we call transitional subjects. We conclude that social sustainability, like care, should be conceived of as an ecology of caring practices.
... In order to answer the question that drove our study, we designed an educational experiment. One of the key theoretical points of an educational experiment discussed by both Hedegaard (2008) and Lindqvist (1995), is that educators and researchers work together on a theoretical problem, and not just a problem of practice. Grounded in the original cultural-historical methodological writings of Davydov (2008), an educational experiment enables the researcher to study the process of development where core insights into the theoretical problem can be determined. ...
... In line with this theorisation, we introduced FDC educators to an intervention called a CPW. A CPW intervention follows that of Lindqvist (1995) who introduced a story which formed the basis of the playworld, where adults and children are in character, going on adventures and dramatising the play plot. Different to Lindqvist (1995) is that in a CPW the educators introduce problems that need to be solved, and this is where curriculum content is introduced so that the concept acts in service of the children's play. ...
... A CPW intervention follows that of Lindqvist (1995) who introduced a story which formed the basis of the playworld, where adults and children are in character, going on adventures and dramatising the play plot. Different to Lindqvist (1995) is that in a CPW the educators introduce problems that need to be solved, and this is where curriculum content is introduced so that the concept acts in service of the children's play. In this study, the first intervention introduced via zoom platform through a storyteller, was the CPW of Rosie's Walk by Pat Hutchins. ...
Play acts as the source of children’s development in the preschool period. Yet, the global pandemic has changed children’s play conditions in ways that are not yet fully understood. With movement restrictions, families have struggled to find ways of bringing children together for play. We studied how family day care (FDC) educators across a remote region of Australia used a digital platform to collectively play in a Conceptual PlayWorld. The central question was: How do the dialectical digital and real world conditions of play create developmental opportunities for children? To answer this, we researched how family day care educators, their leaders (n = 7) and the children (n = 38) from their respective FDC homes, simultaneously played at home and remotely using a zoom platform with a storyteller-player. 797.46 min of digital data were generated and analysed using the Vygotskian conception of the dialectical relation between rudimentary/real and ideal/mature forms of play. In drawing on previous cultural-historical theorisations of digital play, this paper discusses the new developmental conditions created in this real world and virtual context of FDC. We introduce new concepts for explaining the developmental processes and outcomes for these children.
... For at konstruere en legebaseret tilgang må vi tage to dimensioner i betragtning, dels en definition af begrebet leg og dels en ramme for, hvordan leg kan organiseres i praksis. Vi laegger os op ad den kulturhistoriske skoles legesyn (Warrer & Broström, 2017;Elkonin, 1988;Leontjev, 1977;Lindqvist, 1995Lindqvist, , 1996Lindqvist, , 2002Vygotsky, 1978Vygotsky, , 1982 samt den nordiske tradition, hvor børn og voksne sammen skaber lange legeforløb og konstruerer en "legeverden", playworld (Baumer m.fl., 2005;Broström, 1995Broström, , 2002Hakkarainen m.fl., 2013;Lindqvist, 1995Lindqvist, , 2002. At skabe og organisere en legeverden handler om, at man konstruerer en forestillet legesituation (Elkonin, 1988), hvor børnene beslutter og ivaerksaetter et legetema, de skaber en rolleleg, hvori der indgår et antal forskellige roller og legehandlinger, hvormed de forandrer virkeligheden og tillaegger genstande og handlinger ny mening (for eksempel forestiller de sig, at en stol er en rumraket). ...
... For at konstruere en legebaseret tilgang må vi tage to dimensioner i betragtning, dels en definition af begrebet leg og dels en ramme for, hvordan leg kan organiseres i praksis. Vi laegger os op ad den kulturhistoriske skoles legesyn (Warrer & Broström, 2017;Elkonin, 1988;Leontjev, 1977;Lindqvist, 1995Lindqvist, , 1996Lindqvist, , 2002Vygotsky, 1978Vygotsky, , 1982 samt den nordiske tradition, hvor børn og voksne sammen skaber lange legeforløb og konstruerer en "legeverden", playworld (Baumer m.fl., 2005;Broström, 1995Broström, , 2002Hakkarainen m.fl., 2013;Lindqvist, 1995Lindqvist, , 2002. At skabe og organisere en legeverden handler om, at man konstruerer en forestillet legesituation (Elkonin, 1988), hvor børnene beslutter og ivaerksaetter et legetema, de skaber en rolleleg, hvori der indgår et antal forskellige roller og legehandlinger, hvormed de forandrer virkeligheden og tillaegger genstande og handlinger ny mening (for eksempel forestiller de sig, at en stol er en rumraket). ...
... Parallelt hermed udformede Gunilla Lindqvist (1995Lindqvist ( , 1996Lindqvist ( , 2002 legeformen "aestetisk leg", der består af store og laengerevarende faelleslege, hvor hun tager afsaet i børn og voksnes faelles litteraturerfaringer. Laesning af for eksempel Mumitrolden, Pippi Langstrømpe og Alice i Eventyrland danner grundlag for, at børn og voksne over flere dage udfolder temaer fra de laeste bøger. I legeforløbene er der fokus på det narrative indhold, altså at legens fortaelling bliver udtrykt nuanceret og detaljeret. ...
Pædagogik for bæredygtighed og science i dagtilbud skaber en teoretisk ramme, som kan hjælpe praktikeren til både at reflektere over og skabe konkrete pædagogiske forløb i praksis, der kan bidrage til, at børnene bliver bevidste om klima, miljøspørgsmål.
Børnene er nysgerrige og læreivrige. De synes det er sjovt at affaldssorte og de bliver forargede, når de finder plastikaffald i skov og strand. Men det er ikke nok, at børnene inviterer til bæredygtighedsaktiviteter. Pædagogerne skal også gå foran og åbne endnu flere døre, der kan føre til en bæredygtig udvikling.
Selv om pædagogik for en bæredygtig udvikling både er en nødvendig og alvorlig sag, skal det ikke betyde, at børnene bliver inddraget i alvorstynget pædagogik med risiko for udvikling af angst og usikkerhed. Bogen skitserer en bæredygtighedspædagogik præget af leg, fantasi og humor. Her redegøres der for en legemetode: en legeverden om bæredygtighed, hvor børn gives mulighed for i legen og fantasien verden at ”løse” tunge klima- og miljøproblemer.
Læs her udpluk fra bogen:
Pædagogik for bæredygtighed og science i dagtilbud skaber en teoretisk ramme, som kan hjælpe praktikeren til både at reflektere over og skabe konkrete pædagogiske forløb i praksis, der kan bidrage til, at børnene bliver bevidste om klima, miljøspørgsmål.
Børnene er nysgerrige og læreivrige. De synes det er sjovt at affaldssorte og de bliver forargede, når de finder plastikaffald i skov og strand. Men det er ikke nok, at børnene inviterer til bæredygtighedsaktiviteter. Pædagogerne skal også gå foran og åbne endnu flere døre, der kan føre til en bæredygtig udvikling.
Selv om pædagogik for en bæredygtig udvikling både er en nødvendig og alvorlig sag, skal det ikke betyde, at børnene bliver inddraget i alvorstynget pædagogik med risiko for udvikling af angst og usikkerhed. Bogen skitserer en bæredygtighedspædagogik præget af leg, fantasi og humor. Her redegøres der for en legemetode: en legeverden om bæredygtighed, hvor børn gives mulighed for i legen og fantasien verden at ”løse” tunge klima- og miljøproblemer.
Læs udpluk fra bogen:
https://samfundslitteratur.dk/bog/p%C3%A6dagogik-b%C3%A6redygtighed-og-science-i-dagtilbud
LÆSEPRØVE: https://wildside.ipapercms.dk/SLFonden/SLforlagene/Samfundslitteratur/Titler/gratis-laeseproeve-paedagogik-for-baeredygtighed-og-science-i-dagtilbud/
... Playworld introduced by Lindqvist (1995), focuses on the concepts of imagination and creativity where children and adults create a mutual imaginary space of meaning using stories. Many studies have been undertaken using playworld in different countries. ...
... The study reveals how teachers as play partners introduced diverse forms of imagining, and in so doing made explicit collective development of imagining by infants. The studies by Lindqvist (2001), Li (2020), and Fragkiadaki et al., (2021) provide an understanding of toddlers' imaginary play, but the role of concrete props in the development of imaginary play by infants and toddlers has not been explored. Children's ability to move from modelled real-life actions, relationships with others, and concrete objects in social relations, to abstracting and enabling playful and symbolic use of objects are not well known for the toddler period. ...
Knowing how children become oriented to imaginary play can help educators in centres better support development. But how this begins in the first years of life is not well understood. How toddlers transform through their imagination concrete objects (such as play accessories, figurines, and books) to become props in play (placeholders and pivots) for conveying meaning, remains low. Drawing upon cultural-historical theory, the study reported in this paper sought to understand the role of props for supporting the development of imagination during toddlerhood. Four toddlers aged 1.9–2.1 years from an early childhood centre in Australia were followed as they used objects as props during imaginary play. The study design was an educational experiment of a Conceptual Play World (CPW): a collective model of practice for developing play and imagination. Digital data of the CPW being implemented in the toddler room were collected through video recordings over two months. Thirteen hours of data were collected and analysed using the Vygotskian concepts of play and imagination. The findings revealed that through differentiated use of props, toddlers made transitions from the embodiment of the experience to sharing an intellectual and abstract space where objects became props in play, suggesting the genesis and development of early forms of imagination. The outcomes of the study advance theory and inform practice about the early development of imagination in toddlerhood.
... Pedagogy of play refers to playful ways (such as games-indigenous or computer-based-or puppetry), which can be integrated in teaching, assisting the teacher to scaffold content for learners, making learning fun and accessible (Ahlcrona & Östman, 2018). According to Lindqvist (1996), PoP is an essential pedagogy in any classroom, since it allows for new learning experiences, where learners experiment with characteristics and behaviors needed for real-life experiences-something that teachers are hesitant to cultivate in their own classrooms due to a lack of knowledge or no familiarity of PoP-in this case teaching with puppets (Lindqvist, 1996;Overholt, 2010;Vygotsky, 1967). ...
... Pedagogy of play refers to playful ways (such as games-indigenous or computer-based-or puppetry), which can be integrated in teaching, assisting the teacher to scaffold content for learners, making learning fun and accessible (Ahlcrona & Östman, 2018). According to Lindqvist (1996), PoP is an essential pedagogy in any classroom, since it allows for new learning experiences, where learners experiment with characteristics and behaviors needed for real-life experiences-something that teachers are hesitant to cultivate in their own classrooms due to a lack of knowledge or no familiarity of PoP-in this case teaching with puppets (Lindqvist, 1996;Overholt, 2010;Vygotsky, 1967). ...
... Çocuklar ve öğretmenler oyun dünyasını yaratmak için birlikte çalışırlar (Hakkarainen, 2008;Hakkarainen ve diğerleri, 2013). Lindqvist (1995) çocukların ve yetişkinlerin paylaştığı kurgusal dünya (bağlam) için "oyun dünyası" (playworld) kavramını kullanmıştır. Oyun dünyası; çocuklar ve yetişkinler tarafından ortaklaşa paylaşılan yaratıcı bir aktivitedir (Hakkarainen, 2008). ...
... Çocukların ve yetişkinlerin oyun dünyasına girmesi, yeni kuralların ve rollerin yürürlüğe girdiği ve dramatik olayların yaşandığı hayali durumlar için bir tür sınırdan geçiştir (Lindqvist, 2003'den aktaran Fleer, Veresov ve Walker, 2020. Örneğin Lindqvist (1995), oyun dünyasına geçiş için bir uçan balon sepetine girme ve farklı ülkelere seyahat etme uygulamasını kullanmıştır. Anlatı oyun projelerinden birinde ise oyun dünyasına geçiş için "Narnia dolabı" isimli karton kutudan bir kapı kullanılmıştır. ...
Bu çalışmada Finlandiya’da geliştirilmiş olan oyunun gücünü ve yetişkin çocuk ortaklığını savunan Anlatı Oyun Pedagojisi (Narrative Play Pedagogy) tanıtılmıştır. Çalışma kapsamında yaklaşımın teorik ve felsefi temellerine, eğitim ortamına, yetişkin rollerine, günlük eğitim akışına, planlama, uygulama ve değerlendirme sürecine ilişkin bir kavramsal çerçeve çizilmeye çalışılmıştır. Anlatı Oyun Pedagojisi, Hakkarainen ve Bredikyte tarafından 1990’lı yılların sonunda geliştirilmiştir. Teorik ve felsefi temelleri büyük oranda Kültürel Tarihsel Kurama ve Profesör Vasili Davydov ve ekibinin ileri sürdüğü görüşlere dayanmaktadır. Bu yaklaşımda çocuk oyunlarını geliştirme, genişletme ve oyun ile öğrenme hedefleri arasındaki geçişi kolaylaştırma amaçlanmıştır. Uygulamalar, çocuğu oyuna davet eden okul içi ve okul dışı çeşitli öğrenme ortamlarında yürütülür. Çocuklar anlatı oyun dünyalarında farklı yaşlardaki akran grupları ve yetişkin oyun ortakları ile hayali roller üstlenerek maceralar yaşarlar. Anlatı Oyun Pedagojisi, Türkiye’de okul öncesi eğitim kurumlarında oyun kültürünü geliştirmek için ilham verici bir örnek olarak uzmanlara ve uygulayıcılara yol gösterici olabilir.
... Vygotsky-inspired pedagogical approaches often also highlight the importance of stimulating children's imagination (e.g. Hakkarainen, 2004;Lindqvist, 1996;Marjanovic-Shane et al., 2011). Lindqvist (1996) elaborated on the use of various imaginative activities and creative arts (drama, music, etc.) as powerful learning tools and Hakkarainen (2004) described the use of narrative stories among children and adults. ...
... Hakkarainen, 2004;Lindqvist, 1996;Marjanovic-Shane et al., 2011). Lindqvist (1996) elaborated on the use of various imaginative activities and creative arts (drama, music, etc.) as powerful learning tools and Hakkarainen (2004) described the use of narrative stories among children and adults. ...
Many recent studies emphasize the fundamental importance of stimulating wonder in education, for example, to increase children’s intrinsic motivation to learn and their emotional engagement with the lesson contents. Our study advances the research regarding wonder in education in three different ways. First, we present a theoretical framework to identify eight teaching strategies and three school policy dimensions relevant for teachers and schools to stimulate wonder in children. Second, based on this framework, we developed the multidimensional Wonder-full Education questionnaire (WEQ). The WEQ is completed by teachers and principals to quantitatively assess the degree to which primary schools and their teachers provide a wonder-stimulating environment. Third, using comprehensive psychometric analyses of the data of N = 220 teachers and N = 91 principals from 182 Dutch schools, we investigated the dimensionality, reliability and validity of the WEQ. The dimensionality analyses identified two primary dimensions of teaching strategies and confirmed the three-dimensional structure of a school policy for stimulating wonder. Overall, the results suggest that the WEQ has satisfactory psychometric properties. We conclude that the new framework and questionnaire allow research regarding wonder in education to be extended from mainly theoretical work to empirical research that can also advance educational practice.
... This suggests that imagination in play is important for the development of the preschool child. Could play be symbolic productions in action, in the same way as Lindqvist (1995) has said that a "child's play is imagination in action" (p. 48)? ...
... Previous research focused on González Rey's work on subjectivity as a powerful theory for studying digital data generated through a dramatic and imaginative STEM PlayWorld (Fleer, 2018 of Alice in Wonderland (Fleer, 2020). PlayWorlds was originally developed by Lindqvist (1995). It was designed for preschool children and teachers to come together and dramatise stories. ...
This book examines key ideas related to the Theory of Subjectivity within a cultural-historical approach. It brings together the intellectual contributions made by Professor Fernando González Rey (1949–2019) towards understanding human subjectivity, and emphasizing their unfolding in different fields and contexts.
The book addresses the genesis and development of González Rey’s work, articulating this discussion with the author’s biography. González Rey’s main scientific contribution is the Theory of Subjectivity in a cultural-historical perspective, which is inseparable from Qualitative Epistemology and from its constructive-interpretive methodological expression. The book presents and discusses González Rey’s contributions to different contexts and fields, such as psychological research, education, cultural-historical psychology, human development, motivation, human health and psychotherapy. This book brings together examples of how these ideas have been employed and developed in different fields and contexts.
... Den mer ämnesdidaktiskt inriktade diskussionen kan delvis sägas gå på tvärs mot den allmänpedagogiskt mer breda estetiska diskussionen, där den senare förts fram såväl i utbildningspolitiska som i vetenskapliga sammanhang under senare årtionden. Här knyts företrädelsevis teorierna till diskussioner om vardagslivets estetisering, ungdomskultur, frågor om identitet och demokrati (Fornäs, Lindberg & Sernhede, 1984;Schou, 1990;Persson & Thavenius, 2003) och, när det gäller yngre barns lärande, till frågor om barns skapande lek (Lindqvist, 1995;Paulsen, 1996;Nilsson, 2002). ...
The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production exists alongside a discourse of skills‐based practice. A third discourse, characterized by subjectivity and relativism vis‐à‐vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.
... By acting as if an object is what it is not-for example, as if a teddy is a baby-the child practices an action, and, further, imagines herself becoming a person who is able to complete this sort of action in the world. This separation of meaning from object and/or action, through the creation of new meanings, enables children to imagine themselves in roles, as well as to create worlds where they will be engaged in these roles in the future (Vygotsky, 1930(Vygotsky, /2004; see also Lindqvist, 1995). In this way, children learn about reality, and how to transform reality in the future, through imaginative play. ...
A sociocultural perspective on adolescence is distinct from other perspectives given the definition of development as a dialectical process that emerges from the relation between an individual and his or her historical, cultural, and social environment. Lev S. Vygotsky (1896–1934), whose scholarship grounds this perspective, called this relation the individual's social situation of development. Attending to historical, social, and cultural variations in environments, and the effects of these variations on individuals' social situations of development, highlights the need to acknowledge adolescence(s). This entry (1) provides theoretical framing for a sociocultural perspective of development; (2) defines adolescence(s) as emerging from the unity of individual and environment, including perceptions and expectations of adolescents; (3) describes the potential role of schooling in shaping individuals' social situations of development through learning–teaching relationships and, thus, shaping the developmental potential of adolescents; and (4) advances a perspective on the purpose of education, broadly, with a brief conclusion.
... Importantly, emotion and agency are also present. Lindqvist, who did much to develop interest in playworlds, argued that Vygotsky saw play as an opportunity for children to express their feelings and assert themselves 'in relation to adults' (Lindqvist, 1995, p. 50, cited in Nilsson & Ferholt, 2014. In this way, playworlds create environments for the mutual construction of common knowledge. ...
Understanding and promoting agency are crucial to addressing urgent social problems of our time. Through agency, we can take transformative steps toward the future that ought to be. This book shows how contemporary conceptualizations from cultural-historical activity theory can inform research and practice that fosters positive change. At the core of this book's novel approach to agency and transformation are three motifs: motives, mediation, and motion. These take inspiration from the original work of Vygotsky and subsequent generations of scholarship, enabling us to understand agency in ways that recognize the social and cultural aspects of agency without losing sight of individuals' contributions to changing their own lives and the lives of others. Referring to connections between learning, pedagogy, and agency, the chapters address power, freedom, and the future in contexts including adolescence, school exclusion, children's activism, Indigenous communities, environmental activism, homelessness, childbirth, and young people during the COVID-19 pandemic.
... We can see this principle of dramatic events through the research of Lindqvist (1995) who used drama pedagogy to introduce young children to imaginary situations created through the story telling where the story line held dramatic moments or collisions and acting of story books, folk tales, etc. Through the entering into the imaginary world (playworld) of specific books, children encountered problems they had to solve. ...
This paper summarises a series of studies on the cultural-historical research methodology for studying child development, which was created by the author in developing Vygotsky’s experimental-genetic method. This article presents the main traits of Vygotsky’s experimental-genetic method and main principles of cultural-historical genetic research methodology. The article provides with several examples of experimental studies of the process of child development in contemporary research which show the cultural-historical research methodology in action. The article argues that this methodology is a genetic as it is focused on the process of development, it is a research methodology as it allows to formulate new types of research questions and finally, this is a cultural-historical methodology as it includes the system of concepts (theoretical analytical tools) and principles of research method (experimental method) which create a coherent unity.
... We can see this principle of dramatic events through the research of Lindqvist (1995) who used drama pedagogy to introduce young children to imaginary situations created through the story telling where the story line held dramatic moments or collisions and acting of story books, folk tales, etc. Through the entering into the imaginary world (playworld) of specific books, children encountered problems they had to solve. ...
... In this framework, among the themes addressed, there is that of the role of the adult. It is above all Vygotskijan studies that underline the importance of adult participation in the playful dynamics of children (BAUMER, 2013;HAKKARAINEN et al., 2013;LINDQVIST, 1995). In this perspective, childhood learning and development are achieved through interaction with more competent partners during cultural activities in a broad sense, that is, characterized by social contents and meanings. ...
In Italy the 0-6 educational institutions have always been characterized as a split system; the 0-6 integrated system was born on a legislative level only recently (Law No. 107/2015; Dlgs. No. 65/2017). To build an educational perspective 0-6 a pedagogy for play is proposed, theoretically founded on the recognition of play as a vital and existential experience for children. In line with this perspective some operational indications are illustrated regarding both the relationship with play as promotion from inside and the construction of educational paths from play itself.
Keywords
Pedagogy for play; Early childhood education and care; Promoting from inside; Working by projects
... hospital, brandstation) med henblik på dels at bidrage til en øget kvalitet i legen og dels at skabe mulighed for børns omverdensforståelse (Broström 1995;Warrer & Broström 2017). Tilsvarende organiserede Gunilla Lindqvist (1995) store faelleslege og dramatiseringer med børn og voksne dels med fokus på temaer fra den nordiske børnelitteratur (f.eks. Pippi Langstrømpe og Mummitroldene) og dels socialrealistiske problemstillinger, f.eks. ...
Daginstitutioner har de seneste år udvidet børns naturundersøgelser med et målrettet klima og bæredygtighedsperspektiv. Udviklingsarbejder og forskning peger på, at en pædagogik for bæredygtighed må overskride en moralisering og voksenformidling og tage afsæt i børns nysgerrighed, undren, egne undersøgelser samt skabende leg.
Nyere forskning viser, at forskellige former for sciencepædagogisk praksis og pædagogstøttet leg med fokus på natur- og bæredygtighedstemaer, kan bidrage til børns viden om og bevidsthed om bæredygtighed. I forlængelse heraf er udviklet praksisformer, hvor børn og pædagoger opbygger store fælleslege, såkaldte playworlds, hvor de i et legeunivers behandler forskellige klima- og bæredygtighedstemaer, hvilket Marylin Fleer betegner scientifiv playworlds, altså en legeverden med fokus på science, hvor man med en narrativ struktur og leg undersøger forskellige naturfænomener. I artiklen illustreres teoretisk og praktisk ideen om konstruktion af en ”bæredygtigheds-legeverden”, hvor metoden og de tilknyttede pædagogiske tilgange uddybes. Natur- og bæredygtighedsstudier kan medføre angst og håbløshed, hvilket pædagogerne søger at balancere med håb og optimisme.
Afslutningsvis begrunder og uddyber vi det relevante og påtrængende i at indoptage og videreudvikle uddannelse for bæredygtig udvikling i pædagoguddannelsen og i den pædagogiske videreuddannelse.
During the recent years, science, nature and perspectives on climate and sustainability has been emphasised in preschools. Numbers of action research has showed that instead of adult communication of knowledge education for sustainability has to be found in children’s curiosity, play and own investigations. Particularly different forms of teacher-supported play have possibility to contribute to children’s knowledge and consciousness on sustainability.
In this article, we focus on theory and practice on the method playworlds in which children and teachers in a play-universe via a narrative structure focus on different themes of sustainability. We describe practice examples where children explore nature destruction and experience anxiety and hopelessness, which educators seek to balance with hope.
Finally we argue for the urgent and relevance to include education for sustainability development in the actual teacher education and too in further education.
... This choice was, however, valuable to remain undistracted. The simple act of lying on one's back taps into the act of creative play and felt as if it gently restricted gravity, in turn freeing your mind to let the music dislodge embodied emotions and thoughts (Lindqvist, 1996). The duration of the listening phase (i.e., an hour) seemed long, but this may have been because of the overall unusual approach of the method. ...
... The invitation to participate in Dylan's play is not one that I took lightly. This kind of genuine invitation into a shared "playworld" (Ferholt, 2010;Lindqvist, 1996Lindqvist, , 2003 is not given often. It provided me with many moments of both enjoyment and contemplation about the rich meanings of children's play art and my invitation into Dylan's imaginary world. ...
... A significant number of studies investigates how adults and child-adult interactions in play settings might influence the development of executive functions and support the idea that the self-regulation in early development is deeply embedded in the child's relations with others (Hakkarainen et al., 2013;Fleer et al., 2020;Van Oers and Pompert, 2021;Veresov et al., 2021). At the same time, interesting new play-focused curricula emerged, for example, the Tools of the Mind Leong, 2001, 2017) and playworlds (Lindqvist, 1996), both originated in Vygotsky's theory of development. Tools of the Mind is a curriculum that started in 1993, but only in 2013/2014 has research been published to suggest that the Tools of the Mind Kindergarten program had a positive effect on executive functions, reasoning ability, and the control of attention (Bodrova et al., 2013;Blair and Raver, 2014). ...
Role-play in early childhood is associated with development of executive functions (EFs), although study results remain inconsistent. Due to the complex nature of the role-play, the underlying mechanisms of these associations are not obvious. In this article, play is viewed in the framework of the cultural-historical approach as a special social situation that can become the social situation of development if it results in dramatic perezhivanie of a child. In this study, we compared the level of EFs and play behavior between two play contexts: play guided by an adult and one with less adult involvement. Play behavior was analyzed based on five behavioral measures suggested to be the markers of dramatic perezhivanie. Measures of EFs were taken before and after the experimental procedure. Results show that dramatic perezhivanie might be considered a driver of EFs development through role-play in early childhood. As well as this, the involvement of an adult into play was associated with different patterns of EFs dynamics before and after the intervention. Future work can investigate if the construct of dramatic perezhivanie, microsocial situation of development, and micro-crisis might explain variability of the study results on the association between the role-play and child development.
... Whilst we continue with an ailing policy landscape for early childhood science education, Fensham's influence is evident in the growing corpus of Australian early childhood science education research. Stemming from playworlds pedagogy (Lindqvist, 1996), researchers have developed the scientific playworlds model (Fleer, 2019). Here, cultural devices such as children's story books are used to develop scientific narratives and create opportunities for children to engage with scientific problems in play-based settings. ...
Thirty years ago, Fensham, (1991) diagnosed science education in early childhood in Australia in a state of “chronic illness” (p. 4). Reflecting on his experience during the Disciplinary Review of Teaching Education in Mathematics and Science (the Review) in the 1980s, Fensham, (1991) provided a succinct commentary on the state of science education
in early childhood settings across Australia. He addressed the perceived “worth” of science knowledge for young children from the perspective of parents, teachers and the wider community. What emerged was a disheartening characterisation of science as an undervalued field of learning, pushed aside in favour of mathematics and literacy, which were perceived as more important for children’s overall learning. In this paper, we first revisit Fensham’s initial diagnosis of the chronic illness of science education in early childhood. Next, we analyse recent policy documents to identify the current symptoms of the illness and some recent interventions arising from educational policy. We conclude this paper with an updated diagnosis of science education in early childhood across Australia and an outlook to the future.
... We are also interested in research findings about puppetry in education offering various possibilities of use; T. Kröger and A.M. Nupponen (2019) mention generating communication, supporting a positive classroom climate, enhancing creativity, fostering co-operation and integration into a group, and changing attitudes. This research trend is mainly based on studies testing, substantiating and evaluating individual puppet theatre teaching objectives: approaching and including people with disabilities (Dunst, 2012;Karaolis, 2021), learning, exploring and familiarising oneself with scientific issues (Brits et al., 2014;Keogh et al., 2008;Simon et al., 2008;Tselfes & Paroussi, 2009), mediation in communication through animated objects (Forsberg Ahlcrona, 2012;Remer & Tzuriel, 2015), aesthetic and cultural enhancement of learning outcomes through play (Lindqvist, 1996;Paroussi, 2012), developing language skills (Fisler, 2003), differentiated teaching (Lenakakis et al., 2017), and others. The Union Internationale de la Marionnette (UNIMA), who work together with the education sector, put forward additional research proposals focusing mainly on the fact that children grow aesthetically, emotionally and morally through puppet theatre, which also improves their creative thinking (Kroflin, 2012;Majaron & Kroflin, 2002). ...
The article presents the results of a research in the field of Greek preschool education concerning the use of puppet theatre by teachers. The central question is: in what ways, but also on the basis of what educational/ pedagogical considerations, do teachers use forms of puppet theatre in the education of preschool children. The research was carried out among a representative sample of 977 teachers. The results point to an extensive use of puppet theatre, supported by a compact set of teachers’ views which tend to indicate puppetry either as an animistic communication tool or as a theatrical medium.
... Play as a cultural practice of emotional regulation in childhood.Scientists(Lindqvist, 1995; Hakkarainen and Bredikyte, 2014; Fleer, 2014) using the theory of cultural-historical development study children's play culture as a space for the development of higher mental functions in educational terms. This theory allows for a deeper analysis of the still under-researched processes of emotional self-regulation development in early childhood (Fleer and Hammer, 2013; March and Fleer, 2017). ...
Doctoral dissertation “Early Development of Emotional Regulation in Play” provides a detailed discussion and demonstration, at the level of micro-analysis, based on the cultural-historical developmental theory, that children’s emotional self-regulation is constructed from collective to individual forms. The chosen elements of the unit of observation and analysis make it possible to specify the characteristics of play activities collectively modelled by adults and gradually applied in children’s independent play. The work analyses the individual process of children’s emotional involvement in play and discusses the development of emotional regulation, which originates in play activities. The core of play is the constant change of emotional reactions (waves). During play, each player seeks to evoke and regulate their own and the other player’s emotional responses through their role or individual actions. Players infect each other with emotions and reach an emotional peak together, minimising/substituting it through fictitious play events or actions. The experimental genetic method allows to record gradual process of emotional involvement from the very beginning, when the child is not yet able to participate independently in joint activities, towards shared involvement with (the help of) an adult, to increasingly independent participation in complex, dramatic situations of play with other children that require regulation of emotions and mutual coordination. The practical significance of the research is linked to pedagogical practice. Play activities should be co-constructed between adults and children as a joint model of optimal child development and learning.
... Dans cette approche, les activités servant à passer à la situation imaginaire et le langage en tant qu'outil social et culturel jouent un rôle important. Cette transition vers la situation imaginaire peut être déclenchée avec de petites histoires comme dans l'exemple de Playworlds (Lindqvist, 1996 ;Fleer, 2019 ;Fleer, Fragkiadaki & Rai, 2020) ou des objets comme un héros-poupée qui peuvent avoir un sens pour les jeunes enfants. Fleer (2019) met l'accent sur le fait que le processus de transformation de concepts rencontrés dans la vie quotidienne par les enfants en concepts scientifiques peut être facilité par le jeu et l'imagination. ...
Cette thèse s’intéresse à la manière dont des enseignants de l’école maternelle en France s’approprient des dispositifs didactiques visant la construction d’un modèle précurseur sur les notions de lumière et d’ombre sous le prisme de l’optique géométrique. Disposant d’un tel modèle précurseur construit par des études antérieures, nous mettons en place une méthodologie spécifique pour observer et analyser dans quelle mesure des enseignants peuvent se l’approprier pour mener une éducation scientifique avec leurs élèves. Pour ce faire, nous avons constitué un groupe de quatre enseignants volontaires afin de mettre en place cette étude. Le groupe propose un scénario pédagogique, répondant à certaines contraintes en lien avec le modèle précurseur, qu’un membre met en oeuvre dans sa classe. Après avoir effectué une analyse critique sur sa pratique, cet enseignant propose un nouveau scénario. Basés sur la Théorie Anthropologique du Didactique de Chevallard, nous construisons une praxéologie de référence inspirée par le modèle précurseur, et des praxéologies didactiques du groupe et de l’enseignant. Nous effectuons une série d’actions afin de repérer des éléments de praxis et de logos, et nous identifions si les praxéologies des enseignants contiennent les éléments du modèle précurseur. L’analyse des données montre qu’une éventuelle appropriation du modèle est possible sous certaines conditions. Le groupe propose un scénario qui s’aligne avec le contenu du modèle précurseur mais la mise en oeuvre semble s’éloigner des principes du modèle en question. Cependant, notre méthodologie amène l’enseignant à prendre du recul sur sa pratique et à proposer un scénario respectant les contraintes du modèle précurseur.
... This newly created horizontal power structure allowed the creation of "playworld" (Lindqvist, 1995;You & Malilang, 2017)-where adults and children play together in a sphere ruled by children. It is within this sphere that the children are allowed to explore the unknown without being bound by the adults' normativity normally encountered in the real world. ...
In this contribution, we explore something rarely reported on in research on children’s literature: how an old children’s book is re-appropriated and altered in ongoing teaching practice. The material consists of the book used in instruction, a Swedish translation of Mrs. Piggle-Wiggle (Tant Mittiprick), and transcribed audio recordings collected throughout six weeks of teaching. Participants include a librarian, who conducted the lion’s share of the discussions based on the books, two teachers, and two groups of Grade 3 students. The analysis is conducted based on Langer’s theory of building literary envisionments and the concept of the “third space”. The findings show that the students’ initial reception of Mrs. Piggle-Wiggle, playfully articulated in the classroom discussions, is shaped by literary stereotypes of old women and connections to everyday experiences. This reception is partly acknowledged by the adults. Thus, this shows the potential of the meaning making process through join negotiation of the third space—connecting prior knowledge and experience to the book. However, the librarian’s evaluations of student responses reinforce a particular didactic reading of the character as someone firm and knowledgeable, playing down the whimsical and silly characteristics of the protagonist. In reading the book aloud, the librarian made significant alterations to the text. With respect to literary language, the librarian provided numerous paraphrases and elaborations which served to support the students in making meaning of the book. More drastic alterations of the text served to avoid reinforcing outdated values, for example antiquated gender roles and references to physical punishment. While the paraphrases of literary terms created opportunities for negotiating the third space and learning about literary language, the sanitised reading of the book with respect to values failed to capitalise on opportunities for contextualising the book and making intertextual connections.
... La implicación emocional de los adultos en los eventos del juego es una condición necesaria para la reacción estética de los niños (Lindqvist, 2001). La reacción estética es una característica esencial del juego de los niños debido a la estrecha relación entre el arte y el juego (Lindqvist, 1995). En la experiencia de juego narrativo se manifiesta la sensibilidad de las emociones, lo que significa que las emociones son auténticas (Hakkarainen, 2008). ...
El objetivo de este artículo es reflexionar respecto a las aportaciones que hace el juego temático de roles sociales en el desarrollo psicológico infantil en la edad preescolar. Las reflexiones se fundamentan en el enfoque histórico-cultural y la teoría de la actividad. Como resultado se reconocen las aportaciones que genera el juego temático de roles sociales en el desarrollo infantil en lo que se refiere a la autorregulación emocional del comportamiento, la actividad comunicativa desplegada, la actividad reflexiva y la función simbólica. Se concluye que el rol del adulto como investigador es reflexivo durante la planeación e implementación de la actividad lúdica, lo que permite proponer diversas acciones didácticas novedosas que promueven el desarrollo infantil.
... La implicación emocional de los adultos en los eventos del juego es una condición necesaria para la reacción estética de los niños (Lindqvist, 2001). La reacción estética es una característica esencial del juego de los niños debido a la estrecha relación entre el arte y el juego (Lindqvist, 1995). En la experiencia de juego narrativo se manifiesta la sensibilidad de las emociones, lo que significa que las emociones son auténticas (Hakkarainen, 2008). ...
Este artículo tiene como propósito analizar los discursos y prácticas docentes en contextos violentos de educación preescolar en una ciudad mexicana. Es un estudio cualitativo en caso, con análisis de contenido y discurso. Sus resultados permiten identificar las creencias de las maestras sobre formación moral y de convivencia en la escuela, así como el tipo de estrategias y valores que consideran necesario promover. El proceso de construcción inductiva y de reconstrucción analítica permite aproximaciones diversificadas al objeto de estudio. Concluimos que la formación moral y de convivencia puede fortalecerse mediante la reflexión y discusión en grupos de maestras, para iniciar a los niños en el desarrollo de habilidades de pensamiento, reflexión, juicio moral y toma de decisiones para su vida cotidiana.
Understanding and promoting agency are crucial to addressing urgent social problems of our time. Through agency, we can take transformative steps toward the future that ought to be. This book shows how contemporary conceptualizations from cultural-historical activity theory can inform research and practice that fosters positive change. At the core of this book's novel approach to agency and transformation are three motifs: motives, mediation, and motion. These take inspiration from the original work of Vygotsky and subsequent generations of scholarship, enabling us to understand agency in ways that recognize the social and cultural aspects of agency without losing sight of individuals' contributions to changing their own lives and the lives of others. Referring to connections between learning, pedagogy, and agency, the chapters address power, freedom, and the future in contexts including adolescence, school exclusion, children's activism, Indigenous communities, environmental activism, homelessness, childbirth, and young people during the COVID-19 pandemic.
Daginstitutioner har de seneste år udvidet børns naturundersøgelser med et målrettet klima- og bæredygtighedsperspektiv. Udviklingsarbejder og forskning peger på, at en pædagogik for bæredygtighed må overskride en moralisering og voksenformidling og tage afsæt i børns nysgerrighed, undren, egne undersøgelser samt skabende leg. Nyere forskning viser, at forskellige former for sciencepædagogisk praksis og pædagogstøttet leg med fokus på natur- og bæredygtighedstemaer kan bidrage til børns viden om og bevidsthed om bæredygtighed. I forlængelse heraf er udviklet praksisformer, hvor børn og pædagoger opbygger store fælleslege, såkaldte playworlds, hvor de i et legeunivers behandler forskellige klima- og bæredygtighedstemaer, hvilket Marylin Fleer betegner scientific playworlds, altså en legeverden med fokus på science, hvor man med en narrativ struktur og leg undersøger forskellige naturfænomener. I artiklen illustreres teoretisk og praktisk idéen om konstruktion af en ”bæredygtigheds-legeverden”, hvor metoden og de tilknyttede pædagogiske tilgange uddybes. Natur- og bæredygtighedsstudier kan medføre angst og håbløshed, hvilket pædagogerne søger at balancere med håb og optimisme. Afslutningsvis begrunder og uddyber vi det relevante og påtrængende i at indoptage og videreudvikle uddannelse for bæredygtig udvikling i pædagoguddannelsen og i den pædagogiske videreuddannelse.
Across both longstanding and more recent studies in the field of teacher education, work with a specific focus on diverse genders, sexes and sexualities is relatively uncommon. Furthermore, there is little that acknowledges the interwoven emotional experiences and learnings of LGBTIQ+ (lesbian, gay, bisexual, transgender, intersex and queer) community members, students in classrooms, and their teachers. In particular, there seems to be few possibilities for preservice and practising teachers to develop pedagogical strategies that contribute towards developing inclusive classrooms for LGBTIQ+ students and more broadly. Drawing on Vygotsky’s cultural-historical theoretical approach, and specifically the concept of perezhivanie, the focus of this chapter rests with three LGBTIQ+ graduate teachers who narrate their own school and graduate teaching experiences as panel members to an audience of preservice teachers (PSTs). Findings indicate the emotional complexities associated with being ‘outed’ by others and how this produced a range of experiences for the LGBTIQ+ teachers that shaped their identities and learning as they transitioned from primary to secondary school. Secondly, over time and through the process of learning and development, the experiences of LGBTIQ+ graduate teachers (as students and teachers) shaped their desires to be advocates for LGBTIQ+ students and teachers in their future work.KeywordsLGBTIQ+
Perezhivanie
Graduate teachersPreservice teachersInclusive classrooms
‘Christmas in school’ is from time to time a heated topic in media and political debates. Schools are criticized either for not being secular enough or for not preserving Christian traditions. This chapter examines school principals’ perspectives on Christmas in the context of school. The empirical material consists of interviews with principals and field visits in Danish and Norwegian schools. Utilizing a Vygotskian perspective on artefact mediation, particularly with Wartofsky’s threefold conceptualization of artefacts, the analysis unpacks how Christmas decoration, Christmas trees, Saint Lucy’s Day parades, Christmas worship services, and alternatives to these services are part of complex negotiations within the schools themselves, as well as with parents, media, and local communities. A common strategy among the principals is to replace controversial elements with less-contested practices. Christmas is important to the principals, but not primarily as religious education. The guiding principle for them is not doing Christmas the ‘right’ way, but rather, finding ways of making it possible for as many pupils as possible to partake. Christmas, with all its different activities, is valuable because it facilitates the experience of school as an inclusive community for all.
Children and young people are active agents with motives and intentions who can contribute to their social worlds. Taking children seriously involves both accessing their perspectives as they make sense of the world and working relationally with them to guide their motive orientations. In this book, Hedegaard and Edwards draw upon their own and others' research on children from birth to school leaving age to advocate for relational support for learners and to emphasise the caring aspects of this support. The authors provide a scholarly account of the cultural-historical underpinnings of their caring relational approach, while bringing these ideas to life through examples of practices in families and in more formal settings. Written for those who work with children and young people in varied capacities, this book reveals the knowledge and skills required for the subtle and reciprocal work of supporting the learning and development of children and young people.
Previous studies have emphasised that play can promote children’s learning of mathematics. However, little research has been directed towards understanding how collective imaginary play motivates children's mathematical learning. Informed by the cultural-historical conception of play and motives, this paper examines how Conceptual PlayWorld (CPW) creates conditions for Chinese children's meaningful mathematical learning using the concept of repeating patterns as an example. Video observations of teachers interacting with children (4–5 years) during the CPW implementation (8.54 h), as well as children's interviews (5.75 h), were gathered and analysed. Following the focus child Zeng's motives and intentions but all children's experiences in the CPW, the findings show CPW appears to create mathematical conditions that promote thinking, imagining and play. Zeng's motives for mathematical learning are stimulated by his play motives which are amplified through his active participation and problem-solving in a CPW, and this creates conditions for his personally meaningful learning of mathematics in the Chinese kindergarten context.
Playing is an activity that affects significantly the psychological development and learning in preschool age. Opinions among researchers and practitioners are divided about adults’ role in children’s play. Despite being a children’s activity, high-level, complex social play hardly appears without adult mediation. According to the narrative play and learning approach, adults play a crucial role in developing narrative playworlds. Teachers must have special abilities to create narrative playworlds, including adult involvement and participation in the play with children. The teachers should preserve two perspectives simultaneously: they must be children’s play partners and play guiders. This study explores the process of creating narrative playworlds from the teachers’ perspective. The thematic analysis of a focus group interview revealed contradictions between teachers’ intentions and behaviours. The creation of narrative playworlds proceeds through a series of critical contradictions that the teachers must overcome. Successful resolution of the contradictions helps build a community of players in the classroom.
Review of: Adult Perspectives on Children and Music in Early Childhood , Aleksandra Acker and Berenice Nyland (2020)
Cham: Springer Nature, 163 pp.,
ISBN 978-3-03057-698-1, e-book, USD 89.00
Children often learn about the world through exploratory play. Research shows that adults can either facilitate or impede children’s learning through exploratory play, depending on the manner in which they get involved: For example, directly instructing children what to do when facing a novel artifact may discourage them from further exploration and discovery learning (Bonawitz E, Shafto P, Gweon H, Goodman ND, Spelke E, Schulz L, Cognition 120(3):322–330, 2011. https://doi.org/10.1016/j.cognition.2010.10.001), while reframing the instruction into “pedagogical questions” may facilitate exploration (Yu Y, Landrum AR, Bonawitz E, Shafto P, Dev Sci 21(6):e12696, 2018a). How to balance between child-directed play and adult-directed instruction for optimal learning? In this chapter, I discuss the framework of guided play, which combines child autonomy with adult guidance in a playful setting (Weisberg DS, Hirsh-Pasek K, Golinkoff RM, Kittredge AK, Klahr D, Curr Dir Psychol Sci 25(3):177–182, 2016). Empirical studies suggest that guided play is effective in helping children develop numeracy, spatial, language, and literacy skills, as well as the capacity for self-directed learning. In the Singapore context, guided play shares common principles with purposeful play and iTeach recommended by the Nurturing Early Learners (NEL) framework (Ministry of Education, Nurturing early learners: a curriculum framework for kindergartens in Singapore. Ministry of Education, Singapore, 2012). It has the potential to help educators, caregivers, and policy makers create a child-friendly and purposefully designed environment that promotes exploratory learning.KeywordsGuided playExploratory playEarly childhood educationDirect instructionFree playPedagogical questions
While evolving societal needs have created a demand for Science, Technology, Engineering and Mathematics (STEM) outcomes in early childhood, research indicates a deficit view on early childhood teachers’ ability to teach STEM. Existing teaching models are primarily developed from school-based research, conflicting with the early childhood philosophy of play. This paper examines the conditions created by the Conceptual PlayWorld model for early childhood teachers, to understand if and how this model can shift teachers’ motive orientations towards increased STEM engagement in play-based settings. The educational experiment involved a professional development workshop, followed by implementation of the model across two early childhood settings. Interview responses of four teachers regarding their experience of STEM engagement through this model are reported. The findings of the study highlight how this model can create the conditions for a positive shift in the motive orientations of early childhood teachers towards the possibility of re-engaging with the intentional teaching of STEM, while also increasing their confidence and competence. Findings suggest that as a play-based STEM teaching model for play-based settings, this model takes a positive step towards engaging young children with STEM, enabling teachers to meet the societal demand of increased STEM outcomes in early childhood.
Research has suggested that system-wide professional development needs to embrace ongoing and sustainable processes such as critical reflection, being within a community of practice and the co-creation of new practices within and across early childhood systems. However, there is little research on how professional development can be designed in a personally meaningful way to support sustained learning. The research reported here is part of a wider study on the professional development of early childhood teachers. Video observations of one teacher’s interactions with children and interviews with that teacher are analysed to investigate how Chinese early childhood teachers’ professional development may be meaningfully designed through an Educational Experiment (EE). A Conceptual PlayWorld model as the intervention for the educational experiment was used to create new conditions. The theoretical problem for teachers and researchers was how to bring new play practices into kindergarten programs. We argue that the educational experiment creates a new kind of social situation for teachers, amplifies reflective practice and in so doing, acts as an important source of professional development for sustained practice change.
This study explored Master of Teaching pre-service teachers’ (PSTs’) feelings of comfort and more broadly, their emotional experience as they prepare to work in classrooms with LGBTIQ students. Within the context of a broader mixed methods research project, PSTs were surveyed, and data were combined with a focus group (total participants n = 42). This paper reports on the qualitative data collected. Theoretically, Vygotsky’s cultural-historical approach was used to elicit information about the PSTs’ emotional experience (perezhivanie). Important findings indicate that PSTs’ past experiences influence their understanding of LGBTIQ content and their willingness to transform their developing pedagogy. Systemic tensions around language and context contributed to challenging emotional experiences when PSTs were unable to mitigate the issues. It is argued that comfort is an initial starting point, but perezhivanie provides a lens to examine and support a broader understanding of the institutional structures which constrain PSTs when working with LGBTIQ students.
On entering formal education, infants face the demand of participating in collective educational rou¬tines and learning experiences. However, in this age period, the sense of collectiveness is still in an embry¬onic form. This study explored how infants enter into and experience the need for collectiveness and how teachers create the conditions for the development of a sense of collectiveness during infancy. Our educa¬tional experiment drew on a Conceptual PlayWorld, as a collective model of practice for the development of play and imagination. Thirteen infants (0,5—2 years old) participated in the study. Visual methods were used for digital data collection and analysis. It was found that, being in the imaginary situation as play part¬ners, teachers introduced to the infants’ environment the demand to align with the collective, consistently facilitated and sustained infants’ motive orientation to the collective. The use of props, the embodiment of the experience and the shift from physical objects and concrete spaces to a shared intellectual and abstract space appeared to be critical. The findings inform everyday practice and policy opening up a new area of understanding about the concept of collective imagining, as an important concept for the development of a collective orientation for infants.
"I am very impressed by the practicality of [Egan's] introduction of the use of story-forms in curriculum for young children. His model is fascinating, and its various possibilities in a range of fields makes it worth a good look by many kinds of teachers."âMaxine Greene, Teachers College, Columbia
The Psychological Bases of Play in Pre Soviet Child Psychology. An Anthology, Kontrakurs Pan The Aesthetics of Play The ambivalent status of texts. The case of children's literature
- A N Leontiev
- G Lindqvist
Leontiev, A.N. (1982) The Psychological Bases of Play in Pre-School Children in, L.C. Hyden (ed.) Soviet Child Psychology. An Anthology, Kontrakurs Pan, Stockholm. Lindqvist, G. (1995) The Aesthetics of Play. A Didactic Study of Play and Culture in Preschools, Acta Universitatis Upsaliensis. Uppsala Studies in Education 62. Almqvist and Wiksell International. Stockholm. Rodari, G. (1988) Fantasins Grammatik. Korpens forlag, Gothenburg Shavit, Z. (1980) The ambivalent status of texts. The case of children's literature. In Poetics Today, vol. 1-3, p.75-86.
Who will comfort Toffle? Translated by Kingsley Hart. (Original title: Vem skall Trosta Knyttet?
- T Jansson
Jansson, T. (1960) Who will comfort Toffle? Translated by Kingsley Hart. (Original title: Vem skall Trosta Knyttet? 1960) Ernest Benn, London.
Play and its role in the mental development of the child The Psychology of Art Immaginazione e creativita nell' età infantile. (Imagination and Creativity in Childhood) Mind in Society. The development of higher psychological processes
- L S Vygotsky
- Rome Editori Rivniti
- L S Vygotsky
Vygotsky, L.S. (1966) Play and its role in the mental development of the child. Soviet Psychology, vol 12, No. 6. Vygotsky, L.S. (1971) The Psychology of Art, MIT Press, Cambridge, Mass. Vygotsky, L.S. 1930 (1972) Immaginazione e creativita nell' età infantile. (Imagination and Creativity in Childhood), Editori Rivniti, Rome. Vygotsky, L.S. (1978) Mind in Society. The development of higher psychological processes. Edited by Cole et al., Harvard University Press, Cambridge, Mass.
A Syntax for Play Child's play The Folkstories of Children
- B Sutton-Smith
- R E Herron
- B Sutton-Smith
Sutton-Smith, B. (1971) A Syntax for Play and Games From R.E. Herron and B. Sutton-Smith, (eds.) Child's play, John Wiley, New York. Sutton-Smith, B. (1981) The Folkstories of Children, University of Philadelphia Press.
The Dangerous Journey
- T Jansson
Jansson, T. (1978) The Dangerous Journey. Translated by Kingsley Hart. (Original title Den farliga resan, 1977) Ernest Benn, London.
Barnen i jungeln. (The Children in the jungle.) Raben and Sjogren
- L Krantz
- U Lofgren
Krantz, L. and Lofgren, U. (1959) Barnen i jungeln. (The Children in the jungle.) Raben and Sjogren, Stockholm.
Early Childhood Education. A developmental curriculum Ny ungdom. Om ovanliga läroprocesser. (New Youth
- M Whitehead
Whitehead, M. (1988) Narrative, Stories and the World of Literature. In G. Blenkin and and A.V. Kelly (eds.) Early Childhood Education. A developmental curriculum. Paul Chapman, London. Zieche, T. (1986) Ny ungdom. Om ovanliga läroprocesser. (New Youth. On unusual learning processes.) Norstedts, Stockholm. Zieche, T. (1989) Kulturanalyser. Ungdom, Utbildning, modernitet (Cultural analyses. Youth, education, modernism. Essays compiled by J. Fornas and J. Retzlaff in co-operation with the author.) Symposion, Stockholm.
The Invisible Child. From Tales from Moomin Valley
- T Jansson
Jansson, T. (1963) The Invisible Child. From Tales from Moomin Valley. Translated by T. Warburton. (Original Title: Det osynliga barnet och andra berattelser, 1962) Ernest Benn, London.
Legens Psykologi. (The Psychology of Play.) Sputnik, Copenhagen. Garvey, C. (1977) Play
- Elkonin
Elkonin, d. (1988) Legens Psykologi. (The Psychology of Play.) Sputnik, Copenhagen. Garvey, C. (1977) Play. Fontana, London.