08/03/2013

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Teachers of young children as homo ludensElly Singer

BECERA 2013

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The believe in play as an educational tool has become so dominant in research and practice that we tend to forget the playing child.

Sutton-Smith, The Ambiguity of Play , 1997

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First and foremost all play is a voluntary activity.

Child and animal play because they enjoy playing, and therein precisely lies their freedom.

Huizinga, Homo Ludens, 1938

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Play is an essential quality in early

childhood education

5Excitement 6Surprise

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IInvolvement

8Fun

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Togetherness10

We do not play because of some

benefit that is more valuable then

play itself.

Huizinga, Homo Ludens, 1938

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Players create a rhythm and

‘magic circle’

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2-year-olds playing peek oeboo

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Totally involved

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The point of logic, as traditionally construed, is to establish unambiguous canons of correct reasoning.

In contrast, the fundamental aim of play is the modulation of the player’s experience

Rodriguez, The playful and the serious, 2006

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Adult’s play has fixed

boundaries in time and space

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No No Sing Song

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Play is:

•Play is valuable in its own right

(subjective experience of fun)

•Play is voluntary and free

•Play has structure, rules and rhythms

(magic circle, being in relationships)

•Play modulates experiences (not determined by logic and laws of nature)

•Play has boundaries in space and time

(outside ordinary life)

•Play is an original wellspring of culture

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The baby leads the dance of

intersubjectivity

(Bruner et al. 1969)

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Infant and family members start

playing rhythmic body games, and

enjoy music, songs and dancing which

becomes part of the fun of their life

together. They negotiate the invented

life of meaning.

Travarthen, 2011

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When behavioral flexibility is

important to an animal it is likely that

some mechanisms would evolve that

promote learning the vagaries of a

changeable environment. Play is one

of those mechanisms.

Bjorklund, 2007

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Exploring balance and law of gravity

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Perhaps it [play] is especially

influential in refining our frontal

cortical, executive networks that

allow us to more effectively

appreciate social nuances and

develop better social strategies.

Panksepp, 2010

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Fine tuned conflicts strategies

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The more regulated by artificial rules

of procedure and laws, the less it

[society] credits the innate

endowment of all children for positive

contribution to society.

Trevarthen 2011

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25 26

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Thin lines between pretend and serious activities

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Children hear daily many don’t’s

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Scaffolding feeding the baby

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Tea for your friend

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•Pedagogues take care of boundaries

•Play connects peers and pedagogues

•Play is magic

•Play brings togetherness

•Discipline by flexible routines, rituals,

songs, humor and interest in children’s

play

•Playful attitude during the caring

activities and ‘work’

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Magic and shared attention

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Being nearby and involved:

high level of play engagement

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The teacher nearby, walking or at distance:

effects on play engagement

Low, moderate or good Level of play engagement

in 2- and 3-year olds during free play

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Playfulness bridges the differences in

power and responsibilities between

pedagogues and young children

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Singing and dancing together

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Teachers of young children

are

HOMO LUDENS