The Aesthetics of Play. A Didactic Study of Play and Culture in Preschools

Lindqvist, Gunilla

doi:10.1080/0957514960170102

Cited by 98 publications

(133 citation statements)

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“…Lindqvist (1995) and those that have followed her playworld theorization (see Hakkarainen 2010;Nilsson 2010) have drawn attention to the conception that play is a significant source of development because it makes conscious to children the everyday world in which they live. Lindqvist (1995) in her seminal work writes against the Swedish backdrop of 'free' play as a form of expression and self regulation of children, stating that in the aesthetics of play, the use of drama pedagogy as an approach to play was developed to recognise the 'dynamic connection between children's play and the cultural influence of their environment' (p. 4). However, it is not simply the world exerting an influence on the child, but it also the child's conscious interactions and contributions that matter.…”

Section: Imagination Theoretical Knowledge and Dialectical Thinkingmentioning

confidence: 98%

“…The examples of play presented in this paper show that the children were completely engaged in a collective imaginary situation. Imagination was central to the representation of their thinking in this playworld (Lindqvist 1995) of looking for insects, making poo cakes or discovering dinosaurs.…”

Section: Imagination As a Dialectical Relation Between Play And Learningmentioning

confidence: 99%

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Kindergartens in Cognitive Times: Imagination as a Dialectical Relation Between Play and Learning

Fleer

2011

IJEC

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Traditionally, play has been viewed as the guiding pedagogical practice for kindergartens in most industrialised countries. Central to this approach has been a strong belief in free play. As governments are spending more money on early childhood education, many Western countries are demanding greater learning outcomes for preschool aged children. Yet those theories of play available to kindergarten teachers were not developed with this need in mind. The study reported in this paper sought to investigate if a cultural-historical theory of play could help solve this problem. The study gathered data through video observations and field notes of four focus children at play over 15 days, photographic documentation of play practices at home and in the Kindergarten, and interviews with staff and the four focus families. The outcomes show how concept formation occurs during imaginative and investigative play and it is argued that a dialectical model of play and learning is needed for meeting the contemporary demands that are now placed upon Kindergarten teachers for increasing cognitive outcomes.Résumé Traditionnellement, le jeu est considéré comme la pratique pédagogique de base dans les maternelles de la plupart des pays industrialisés. Une forte croyance dans le jeu libre est au centre de cette approche. Alors que les gouvernements de nombreux pays occidentaux investissent plus d'argent en éducation des jeunes enfants, ils exigent plus de résultats relatifs à l'apprentissage des enfants d'âge préscolaire. Cependant, les théories du jeu à la disposition des enseignants de maternelle n'ont pas été développées dans cet esprit. L'étude rapportée dans cet article cherchait à examiner si une théorie historico-culturelle du jeu pourrait aider à M. Fleer (&) Foundation Chair résoudre ce problème. L'étude a permis de cueillir des données au moyen d'observations vidéo et de notes de terrain sur quatre enfants cibles au jeu, pendant plus de 15 jours, de la documentation photographique des pratiques de jeu à la maison et à l'école maternelle, ainsi que des entrevues avec le personnel et les quatre familles. Les résultats montrent comment la formation de concepts se produit durant le jeu imaginatif et exploratoire. Il est soutenu qu'un modèle dialectique du jeu et de l'apprentissage est nécessaire pour répondre aux exigences contemporaines envers les enseignants de maternelle pour augmenter les résultats cognitifs.Resumen Tradicionalmente, el juego ha sido la principal práctica pedagógica en los kindergarten/jardines de niños en la mayoría de los países industrializados. Dentro de este enfoque ha sido una fuerte creencia en el juego libre. Mientras los gobiernos realizan mayores inversiones en la educación infantil, muchos países occidentales están exigiendo mayores resultados en el aprendizaje de los niños en edad preescolar. Sin embardo las teorías de juego que se encuentra a disposición de los maestros de preescolar no fueron desarrolladas con esta necesidad en mente. El estudio reportado en este artículo investiga como la teor...

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Section: Imagination Theoretical Knowledge and Dialectical Thinkingmentioning

confidence: 98%

Section: Imagination As a Dialectical Relation Between Play And Learningmentioning

confidence: 99%

Kindergartens in Cognitive Times: Imagination as a Dialectical Relation Between Play and Learning

Fleer

2011

IJEC

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“…The idea of the playworld was based on Gunilla Lindqvist's (1995) play pedagogy. Rather than formal skills and knowledge, dramatic play pedagogy emphasizes the sensemaking process and the construction of motivation through narrative elements related to topics close to children's interests (Hakkarainen 2006).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Developing the classroom as a “figured world”

Rainio

2008

J Educ Change

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This article introduces an empirical analysis of the potentials and contradictions of a narrative playworld intervention aimed at changing the pedagogical practices of a Finnish mixed-age elementary school classroom in spring 2004. In the playworld, students and teachers explore different phenomena by taking on the roles of characters from a story and acting inside the frames of an improvised plot. The analysis is based on an understanding of school as a historically and culturally formed activity system. The playworld, on the other hand, is understood as a collective imagined and materialized figured world. The findings show that for the teachers, the main contradiction in the playworld was between keeping control and promoting student initiatives. For the students, the contradiction arose between the student role and that of agent in the playworld. However, the contradictions also created the main developmental potentials of the activity. That the playworld was not only a tool for transforming classroom work but a world in which to belong made it possible to sustain the activity and make it a regular part of classroom practices.

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“…Play is the language children speak to make sense of their world, and to begin to develop answers to questions about their role in it (Davies, 2003;Gallas, 1998;Lindqvist, 1995Lindqvist, , 2001Paley, 2010Paley, , 2004Vygotsky, 1978). When children are faced with a tension in their social order, or an upsetting event that they need to process, they turn to play as a way to work through problems and imagine new possibilities for themselves.…”

Section: Engaging Inequities and Imagining More Equitable Futures Thrmentioning

confidence: 99%

On Belonging: Children Respond to Trump through Play and Imagination

Price

Jurow

2018

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In this article, we describe the critical role of play in exploring issues of equity with young children. We provide examples of how we designed for play-based explorations of privilege and power in a low-income afterschool program with majority Latino students in the months before, during, and after the election of Donald Trump. In examining the play that resulted, we describe how the children explored themes of identity and belonging as a means of interrogating, interrupting, and responding to Trump’s characterizations of Mexicans in particular.

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The Aesthetics of Play. A Didactic Study of Play and Culture in Preschools

Cited by 98 publications

References 3 publications

Kindergartens in Cognitive Times: Imagination as a Dialectical Relation Between Play and Learning

Kindergartens in Cognitive Times: Imagination as a Dialectical Relation Between Play and Learning

Developing the classroom as a “figured world”

On Belonging: Children Respond to Trump through Play and Imagination

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