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I den förtrollade leken finns ett livsnödvändigt lärande
2004 (Swedish)Independent thesis Basic level (professional degree)Student thesis
Abstract [en]

In this report, I’ m trying to pay attention to the worth that children’s own play have for their wellbeing and possibility to grow in their own way. I’m doing that by revising what others have written about this subject and I also do it by an empiric examination. I use observation as method and the main question is ”How does the educationalist- /s act to children’s play ?” I have tried to figure out if that has some relevance for the play and it’s chance to flourish. The result was amongst other things that the preparatory school educationalists were present and act in a warm way to the children and they gave their play lot of space, but this seems not to be enough for the play to flourish. Some of the children have very difficult to start a play and then remain in it. They couldn’t ensemble. Children need more, they need educationalists that are engaged, playful and with a sensitive ear, so they can help the children to figure out how to behave to each other, otherwise we-adults can fortifie negative status relations. Children need to learn play-codes as reciprocity, ensemble and it’s my turn. Then can hopefully their play flourish.

Place, publisher, year, edition, pages
2004. , p. 32
Identifiers
URN: urn:nbn:se:kau:diva-60399Local ID: LP-02OAI: oai:DiVA.org:kau-60399DiVA, id: diva2:1125200
Educational program
Teacher education
Available from: 2017-07-13 Created: 2017-07-13

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
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