Based on a design-based research project and long-term observations of children's play in school, this article develops the concept of
, which points to interaction, coherence and holistic ...orientation as central values for the approach to play in school. Through concrete empirical analysis, the article shows how play in school is established and maintained, and how school as context interacts with play, which is often in ways that undermine the space and opportunities play is given. Based on existing research, the article is critical of the tendency to accord a secondary role to play in school or to instrumentalize play as a didactic tool for learning. The article links to existing play theory, but at the same time develops the concept of play order, through
, which makes it possible to look holistically at how play in school can be integrated and provided for. Considering that more and more pedagogues are working in schools and directly involved in teaching, and afterschool clubs (SFO) are increasingly handling schooling tasks, the authors of the article argue that play is worthy of recognition in both practice and theory.
In this paper, we investigate the concept of play qualities with the aim of supporting, creating, analysing, and evaluating playful approaches to learning in teacher education and social education. ...Through a design-based approach, it explores how the concept of play qualities might create opportunities to conceptualise playful approaches to teaching and learning in higher education. The concept of play quality has the following characteristics: They are related to actions and always aimed at those engaged in concrete situations and those exercising concrete actions. They are dynamic and develop and transform over time. The main contribution of this paper is the creation of a concept that enables us to look at existing teaching approaches and ask about their play qualities, so that we can use the concept of play qualities as design principles for future playful teaching.
•Developing a concept of play qualities.•Playful approaches support student engagement.•Play qualities are related to actions in situations experienced as playfull.•Play qualities are not static but develop and transform over time.
Creative and playful approaches to teaching in teacher education emerge these years. Due to the increasing focus on performance, pace, visible goals, and efficiency in the educational systems within ...the Western societies, there seem to be a search for new answers when organising teaching within teacher education—also for the future. Based on empirical material created in a large research project in teacher education in Denmark, this paper analyses how playful approaches can contribute to improving conditions for a holistic approach to education, and how these approaches must be linked to concrete pedagogical actions. By applying a theoretical framework of playful approaches to learning in teacher education based on Rosa, Lennon and Skovbjerg, the main contribution of the paper is to point to both pedagogical directions and clarifications when working with playful approaches in teacher education.
Playful learning in higher education is an emerging field of research, but it lacks a coherent definition or framework of implementation approaches. This article presents a scoping review of playful ...learning in higher education by investigating how the 'path' from playful learning theories and knowledge towards designing playful learning solutions is described. We examine how other studies have worked on creating playful learning solutions in terms of what theoretical frameworks authors mention and how play properties are linked to learning solutions. In the scoping review, international databases were applied, and 24 articles were selected for thorough analysis. It describes three strategies on how authors apply playful approaches in learning contexts in higher education: adopting a playful activity to implement playful learning in higher education; adding a playful twist to existing learning formats; and designing solutions based on a playful learning framework or play properties. This paper concludes by providing questions about how to address play properties in learning designs. The questions can be used to provide direction for making design decisions about playful learning contexts and solutions.
Legens bevægelser i skolen Skovbjerg, Helle Marie; Sand, Anne-Lene; Jensen, Jens-Ole
Forskning i pædagogers profession og uddannelse,
04/2024, Letnik:
8, Številka:
1
Journal Article
Recenzirano
Odprti dostop
På baggrund af forskeres og pædagogers design for leg og længerevarende observationer af børns leg i skolen bidrager denne artikel til en ny måde at forstå børns leg i skolen på. I artiklen fungerer ...begreberne legeorden og legepraksis som linse for børns forbindelser, forhandlinger og invitationer i leg som praktiseres verbalt og kropsligt. Hermed giver artiklens analyser indblik i legens bevægelige og improvisatoriske kvaliteter. Ifølge artiklens forfattere kan leg få bedre betingelser for at udfolde sig, hvis skolen giver børnekroppene plads til at bevæge sig og mulighed for at udfolde sig i improvisatoriske spor, og at de fagprofessionelle kan indgå i de spor på relevante måder for legen.
Based on a design experiment with playful approaches to teaching in social education, the article investigates teachers’ and students’ intercorporeal exchanges and the significance this has for how ...students experience teaching situations designed to be playful. The article provides examples and analyses of how these exchanges may either promote or prevent teaching situations from becoming meaningful and playful. The article emphasizes the importance of developing didactic and pedagogical approaches that take the intercorporeal dimensions of playful teaching into account. Moreover, it suggests that practicing patience in a concrete physical way might be a promising pedagogical approach.
Succeskriteriet for en vellykket skolestart er, at alle børn oplever trivsel i skolen og finder motivation for at deltage engageret i skolens aktiviteter. Med afsæt i et empirisk studie af 95 ...kommende skolebørns og 12 dagtilbudspædagogers deltagelse i fem legeværksteder på den lokale skole viser artiklen, hvordan børn i deres møde med skolens forventninger handler, udveksler og tager del i de rammesatte konstruktionslege – og derigennem aktivt skaber relationer og trivsel. Artiklen argumenterer gennem deltagelsesteori og klassisk antropologisk teori om social udveksling for, at børn kan mødes som aktører og skolestart anskues som en bestyrkende begivenhed. Indsigterne viser nødvendigheden af, at professionelle har blik for børns sociale udvekslings- og deltagelsesstrategier med henblik på at støtte dem i skiftet fra børnehave til skole ud fra en bred forståelse af ’passende’ deltagelse.
Based on a design-based research project and ethnographic observations of children’s play in school and after-school activities, the paper analyses how children participate in play. Using ...participatory sense-making (De Jaegher & Di Paolo, 2007) the main contribution of this paper is to show diversity in sensory, playful participation in children’s play, and emphasise the importance of paying attention to the not spoken, sensory, embodied movements that children share when playing. The analysis illustrates that children participate in play through a sensory engagement, which is short, intense and not spoken, and by taking part in other children’s and adults’ participatory approaches.
Inklusions- og eksklusionsprocesser i leg Hedegaard Hansen, Janne; Skovbjerg, Helle Marie; Sand, Anne-Lene ...
Forskning i pædagogers profession og uddannelse,
04/2023, Letnik:
7, Številka:
1
Journal Article
Recenzirano
Odprti dostop
AbstractI forskningsprojektet ’Må jeg være med’ (Skovbjerg, Hansen, Sand, Jensen, Lieberoth, Lehrman og Jørgensen, 2022) har vi som en del af projektet udforsket, hvordan pædagoger håndterer ...inklusions- og eksklusionsprocesser i relation til leg, samt hvilken betydning pædagogers håndtering af disse processer har for børns mulighed for deltagelse i leg. Artiklens analyser viser, at pædagogers håndtering af inklusions- og eksklusionsprocesser ikke i tilstrækkelig grad bidrager til, at børn i legevanskeligheder støttes i at blive deltagere i leg. Artiklen giver afslutningsvis anbefalinger til væsentlige opmærksomhedspunker i pædagogers arbejde med i højere grad at skabe deltagelsesmuligheder for alle børn i relation til leg.
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