When play does not play out easily
The significance of pedagogical participation in children’s play
DOI:
https://doi.org/10.7146/pl.v43i2.137303Keywords:
Early childhood education, children in vulnerable positions, play, children’s communities, participation, development, pedagogyAbstract
The aim of this study has been to explore how pedagogues are involved in
children’s play in ways that expand the participation of children in vulnerable
positions. The study draws on a socio-cultural perspective; especially the
concept of guided participation developed by Rogoff (1990) plays a significant
role in the study. The research question has been researched methodically
through participant observations and interviews conducted in an ECEC
for children aged 0-6 in a so-called vulnerable residential area in Denmark.
On the basis of a thematic analysis, it is found that pedagogues use three
recurring roles in children’s play. The three roles are named; play partner,
play supporter and play catalyst, and through analyzes of empirical examples,
it is illustrated how the pedagogues, through their involvement in the
play, create different fruitful opportunities for the children’s participation. At
the same time, the analysis folds out the complexity of children’s play and
the pedagogical work concerning children’s play and communities.
References
Aras, S. (2016). Free play in early childhood education. A phenomenological study. Early
Child Development and Care, 186(7), 1173-1184. http://dx.doi.org/10.1080/0300443
2015.1083558.
Bolig- og Planstyrelsen (2022). Udsatte områder og parallelsamfund. https://bpst.dk/da/
Bolig/Udsatte-boligomraader/Udsatte-omraader-og-parallelsamfund#.
Bork, G.B. & Lund, L. (2020). Pædagogens legedeltagelse er afgørende for børn i udsatte
positioner. UCL Erhvervsakademi og Professionshøjskole, 1-11. https://www.ucviden.
dk/ws/portalfiles/portal/124297676/Bork_2020_P_dagogens_legedeltagelse_er_afg_
rende_for_b_rn_i_udsatte_positioner.pdf.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101.
Brinkmann, S. (2014). Det kvalitative interview. Hans Reitzels Forlag.
Broström, S. (2002). Børns lærerige leg. Psyke & Logos, 23(2), 451-469.
Broström, S., Johansson, I., Sandberg, A. & Frøkjær, T. (2014). Preschool teachers’
view on learning in preschool in Sweden and Denmark. European Early Childhood.
Education Research Journal, 22(5), 590-603. https://doi.org/10.1080/13502
X.2012.746199.
Bundgaard, H. & Gulløv, E. (2008). Forskel og fællesskab. Minoritetsbørn i daginstitution.
Hans Reitzels Forlag.
Børne- og Undervisningsministeriet (2018). Den styrkede pædagogiske læreplan.
Rammer og indhold. https://emu.dk/sites/default/files/2021-03/7044%20SPL%20
Den_styrkede_paedagogiske_laereplan_21_WEB%20FINAL-a.pdf.
Christoffersen, M.N., Højen-Sørensen, A.-K. & Laugesen, L. (2014). Daginstitutionens
betydning for børns udvikling. En forskningsoversigt. SFI – Det Nationale Forskningscenter
for Velfærd. https://www.vive.dk/media/pure/5159/276706.
Cordoni, G., Demuru, E., Ceccarelli, E. & Palagi, E. (2016). Play, aggressive conflict and
reconciliation in pre-school children: What matters? Behaviour, 153(9-11), 1075-1102.
https://doi.org/10.1163/1568539X-00003397.
Dalli, C., White, E.J., Rockel, J., Duhn, I., Buchanan, E., Davidson, S., … Wang, B.
(2011). Quality early childhood education for under-two-year-olds: What should it
look like? A Literature Review. New Zealand: Ministry of Education. https://thehub.
swa.govt.nz/assets/documents/41442_QualityECE_Web-22032011_0.pdf.
Danmarks Evalueringsinstitut (2020). Evaluering af den styrkede pædagogiske
læreplan. Lige deltagelsesmuligheder for alle børn i børnefællesskaber.
https://www.eva.dk/sites/eva/files/2020-09/Evaluering%20af%20den%20styrkede%
p%C3%A6dagogiske%20l%C3%A6replan_2020_Lige%20deltagelsesmuligheder.
pdf.
Danmarks Evalueringsinstitut (2017). Kvalitet i dagtilbud. Pointer fra forskningen.
https://www.eva.dk/dagtilbud-boern/kvalitet-dagtilbud-pointer-forskning.
Devi, A., Fleer, M. & Li, L. (2018). ”We set up a small world”: Preschool teachers’
involvement in children’s imaginative play. International Journal of Early Years Education,
(3), 295-311. https://doi.org/10.1080/09669760.2018.1452720.
Dreier, O. (2001). Virksomhed – læring – deltagelse. Nordiske Udkast, 29(2), 39-58.
Einarsdóttir, J. (2014). Children’s perspectives on the role of preschool teachers. European
Early Childhood Education Research Journal, 22(5), 679-697. http://dx.doi.org
/10.1080/1350293X.2014.969087
Fleer, M. (2015). Pedagogical positioning in play – Teachers being inside and outside
of children’s imaginary play. Early Child Development and Care, 185 (11-12), 1801-
http://dx.doi.org/10.1080/03004430.2015.1028393.
Girard, L.-C., Girolametto, L., Weitzman, E. & Greenberg, J. (2011). Training early
childhood educators to promote peer interactions: Effects on children’s aggressive
and prosocial behaviors. Early Education & Development, 22(2), 305-323.https://doi.
org/10.1080/10409281003668060.
Gitz-Johansen, T. (2019). Vuggestueliv: Omsorg, følelser og relationer. Samfundslitteratur.
Gitz-Johansen, T. (2016). Den fri leg som børns eget følelsesarbejde. En oversigt over
og diskussion af det psykodynamiske perspektiv på børns leg. Barn, 34(4), 9-25.
DOI:10.5324/barn.v34i4.3632.
Harper, L. & McCluskey, K.S. (2003). Teacher-child and child-child interactions in inclusive
preschool settings: Do adult inhibit peer interactions? Early Childhood Research
Quarterly, 18(2), 163-184. https://doi.org/10.1016/S0885-2006(03)00025-5.
Højholt, C. (2005). Præsentation af praksisforskning. I: C. Højholt (red.), Forældresamarbejde.
Forskning i fællesskab (s. 23-46). Dansk Psykologisk Forlag.
Højholt, C. (1996). Udvikling gennem deltagelse. I: G. Witt & C. Højholt (red.), Skolelivets
Socialpsykologi: Nyere socialpsykologiske teorier og perspektiver (s. 39-80).
Unge Pædagoger.
Jensen, B. (2008). Kan daginstitutioner gøre en forskel? – Fra forskning om daginstitutioner
set i lyset af et kompetence- og eksklusionsperspektiv.
Danmarks Pædagogiske Universitetsforlag. https://www.dpu.dk/fileadmin/www.
dpu.dk/forskning/forskningsprogrammer/organisationoglaering/forskningsprojekter/
hpa/publikationer/arbejdspapirer/hpaserienno1/04kandaginstitutionergoereenforskel/om-dpu_institutter_paedagogisk-sociologi_hpa_ex2db-c3-b8ger_20091001143637
_04_kan_daginstitutioner_g-c3-b8re_en_forskel.pdf.
Kjeldahl, A.S. & Svinth, L. (2021). Pædagogers involvering i børns leg – muligheder og
dilemmaer. Pædagogisk Psykologisk Tidsskrift, 58(4), 20-33.
Kjær, B. (2009). Basispladspædagogik og institutionskultur: om god praksis i pædagogisk
arbejde med børn i psykosociale vanskeligheder i Københavns Kommune.
https://pure.au.dk/portal/files/44774203/2009BASISPLADSP_DAGOGIK_OG_
INSTITUTIONSKULTUR.pdf.
Kousholt, D. (2006). Familieliv fra et børneperspektiv. Fællesskaber i børns liv. Roskilde
Universitetscenter.
Kragh-Müller, G. & Ringsmose, C. (2015). Kvalitet i store og små daginstitutioner.
En rapport om børns trivsel, læring og udvikling i store og små daginstitutioner.
http://edu.au.dk/fileadmin/edu/Forskning/Diversitet__Kultur_og_Forandring/Ebog_-_
Paedagogisk_kvalitet_i_store_og_smaa_daginstitutioner_-_feb_2015_-_web.pdf
Kravtsov, G.G. & Kravtsova, E.E. (2010). Play in L.S. Vygotsky’s nonclassical psychology.
Journal of Russian and East European Psychology, 48(4), 25-41. https://doi.
org/10.2753/RPO1061-0405480403.
Kuutti, T, Sajaniemi, N., Björn, P.M., Heiskanen, N. & Reunam, J. (2021). Participation,
involvement and peer relationships in children with special educational needs in early
childhood education, European Journal of Special Needs Education, 37(4), 1-16.
https://doi.org/10.1080/08856257.2021.1920214.
Lave, J. (2011). Apprenticeship in Critical Ethnographic Practice. University of Chicago
Press.
Løndal, K. & Greve, A. (2015). Didactic approaches to child-managed play:
Analyses of teacher’s interaction styles in kindergartens and after-school programmes
in Norway. International Journal of Early Childhood, 47(3), 461-479.
https://link.springer.com/article/10.1007/s13158-015-0142-0.
Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou,
K., … Leseman, P. (2015). A review of research on the effects of early childhood
Education and Care (ECEC) upon child development. CARE project; Curriculum
Quality Analysis and Impact Review of European Early Childhood Education and
Care (ECEC). https://ecec-care.org/fileadmin/careproject/Publications/reports/new_
version_CARE_WP4_D4_1_Review_on_the_effects_of_ECEC.pdf.
Nabors, L., Badawi, M. & Cheney, S. (1997). Factors related to teacher-directed play
between pre-school-aged children with special needs and their typical peers. Early Education
& Development, 8(4), 407-417. https://doi.org/10.1207/s15566935eed0804_4.
OECD (2019). Providing Quality Early Childhood Education and Care: Results from
the Starting Strong Survey 2018, TALIS, OECD Publishing, Paris. https://doi.
org/10.1787/301005d1-en.
Palludan, C. (2005). Børnehaven gør en forskel. Danmarks Pædagogiske Universitet.
Pálmadóttir, H. & Einarsdóttir, J. (2015). Young children’s views of the role of preschool
educators. Early Child Development and Care, 185(9), 1480-1494. https://doi.org/10.
/03004430.2015.1004056.
Petersen, K.E. (2019). Dagtilbuddets betydning for børn i udsatte positioner. Pædagogisk
indblik. https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Dagtilbud_boern_
udsatte_positioner/Dagtilbuddets_betydning_for_boern_i_udsatte_positioner.pdf.
Petersen, K.E. (2011). Pædagogisk arbejde med udsatte børn i vuggestuen. Det
pædagogiske personales kompetencer og det pædagogiske arbejde med socialt
udsatte børn i vuggestuen. https://dpu.au.dk/fileadmin/www.dpu.dk/e-boeger/SSIP/
Rapporter/Ebog_-_Socialpaedagogisk_arbejde_med_socialt_udsatte_boern_i_vuggestuen_-_
WEB.pdf.
Downloads
Published
How to Cite
Issue
Section
License
Ophavsret er tidsskriftets og forfatternes. Det er gældende praksis, at artikler publiceret i Psyke & Logos, som efterfølgende oversættes til andet sprog, af forfatteren frit kan publiceres i internationale tidsskrifter, dog således at det ved reference fremgår, at den oversatte artikel har et forlæg i en dansksproget version i Psyke & Logos. Artikler kan frit deles og linkes til på forsknings- og undervisningsnetværk (så som Blackboard). Link foretrækkes, fordi det giver oplysning om brug af tidsskriftets artikler.
