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Pre-school teachers' conceptions of children's chaotic play
Karlstad University, Faculty of Arts and Education, Department of Education.ORCID iD: 0000-0001-8510-5546
2005 (English)In: Play: An interdisciplinary Synthesis. Play and culture studies , vol 6 2005Article in journal (Refereed)
Abstract [en]

Abstract

Pre-school teachers are confronted with a diversity of play theories, but chaotic play is hardly ever a part of these theories, although it is a part of childrens activity. Interviews with 12 pre-school teachers show four different views of childrens chaotic play. To see chaotic play as a need for childrens physical practise is basic for all teachers. The other three views appear as figures, where previous experiences, skills and expectations constitute the frames of reference they use to interpret chaotic play. It deals with the conception as a danger, it is noisy and inconvenient and must be moderated and the teachers focus on order and structure. Another view, supply meaning means on the one hand directing the childrens play, on the other hand, inspiring fantasy and imagination. To perceive meaning means to focus on the childrens own ability, chaotic play is essentially meaningful for the children.

Play is taken for granted among pre-schoolteachers, it is seldom a part of their planned activity and chaotic play is not discussed at all.

Place, publisher, year, edition, pages
Lanham, MD: University Press of America , 2005.
Keywords [en]
Pedagogiskt arbete, Educational Work
National Category
Pedagogical Work Pedagogy
Research subject
Educational Work; Education
Identifiers
URN: urn:nbn:se:kau:diva-22527OAI: oai:DiVA.org:kau-22527DiVA, id: diva2:596279
Note

Distrubution: www.csuchico.edu/phed/tasp/

Available from: 2013-01-22 Created: 2013-01-22 Last updated: 2014-12-09

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Löfdahl, Annica

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CiteExportLink to record
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