Essay on Playfulness and Play in Children’s Art Class: A Reflection Based on Winnicott

Abstract

From a survey of literature, this article presents some reflections about the value of play and playfulness as, respectively, an activity and a creative attitude of mind to be fostered in art education in children. Indeed, at the heart of any artistic creative impulse sits a playful attitude of the artist towards reality-a feature that has been highlighted by the psychoanalyst Winnicott. Following his line of thought, we propose that the art teacher must place the learner in a position of being able to play with her/him, in order to overlap their two areas of playing and establish a learning space. Playfulness and play tend to be confused with impulsive and disruptive behaviours and generally more tolerated at home then school. We claim that artistic activities in school should always be play-based and take place in a playful environment because art and creation emerge from and grow in and as play.

Artmaking in Elementary School Art Therapy: Associations with Pre-Treatment Behavioral Problems and Therapy Outcomes

“…According to this view, well-being engenders greater playfulness and creativity, as also found in artmaking. Similarly, attachment theorists have suggested that exploratory and playful activity which are part of the artistic endeavor [ 19 , 20 ] are enabled when there is a sense of security that derives from secure attachment, and an ability for emotional regulation. For example, as can be seen in the Strange Situation [ 21 ], exploratory activity is delayed until emotional regulation of distress is achieved, which allows the child to return to play [ 22 ].…”

The "Playfulness" Meeting Place of Children’s Art with Modern and Postmodern Art

“…The game is defined as a free act that is felt as imaginary and is found outside the daily life (Huizinga, 1989). The game is surrounded by mystery and weirdness it is voluntary, entertaining, out of the ordinary, focused on rules (Eberle, 2014:215;Savoie, 2019). It is characterized by expectation, surprise, enjoyment, strength, balance, understanding (Eberle, 2014:222).…”