Pedagogical Play Practices & Children’s Play Participation in Primary Schools

Beskrivelse

In collaboration with Danish pedagogues to explore and develop ways of acting pedagogically in the favour of play and with sensitivity towards play participation for each child. The study refers to previous work that explore the role of pedagogues regarding children’s play participation and suggest pedagogues as part of some children’s play challenges (Lago & Elvstrand, 2019; Øksnes & Sundsdal, 2020; Sterman et al, 2020). Starting from a philosophical play perspective (Fink, 1968; Gadamer, 2004; Bakhtin, 2001; Skovbjerg, 2013), I extend a theory on play as a specific order (Skovbjerg et al. 2022) and show how the play order is interrelated with the contextual school logic in which play takes place. Furthermore, I draw on van Manen’s (2015) definition of pedagogics as based on child senses and flair for pedagogical moments. Methodological I work eclectic, involving codesign (Simonsen & Robertson, 2013) and sensory ethnography (Pink, 2015). Cocreation of different play experiments, through which I explore ways for pedagogues to enhance children’s play participation. The Study is based on informed consent, data is anonymized and pedagogues have been concurrently involved in research process. Main findings: There seems to be coherence between play difficulties of children and pedagogues. Pedagogues who wants to enhance children’s play can participate in play from three positions: those are inside the play order, on the edge and outside.

Periode	26 aug. 2022
Begivenhedstitel	EECERA 2022, Glasgow: Cultures of Play. Actors, affordances and arenas
Begivenhedstype	Konference
Placering	GlasgowVis på kort
Grad af anerkendelse	International