Cultural and Historical Influences on Conceptions and Uses of Play

Schousboe, Ivy

doi:10.1007/978-94-007-6579-5_13

Cited by 5 publications

(5 citation statements)

References 13 publications

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“…The youngest children are dependent on caring social relations with their parents (Stern, 1977(Stern, , 1985, and from ages three to six, which is their preschool epoch, interactions and social relations with peers are crucial to their well-being, learning and development (Schaffer, 1999;Sommer, 2003Sommer, , 2015. Creative, social and imaginary play are meaningful activities for the child and have positive effects on children's learning, development and cultural formation (Bozhovich, 2009;Fleer, 2009;Schousboe, 2013;van Oers, 2013;Vygotsky, 1966). Nature and outdoor life have positive influences on children's development, including motor development as a result of engaging in play and movement on varying terrain and physical and mental health as a result of the fresh air and calm environments (Sandseter, 2009).…”

Section: Children's Learning Development and Cultural Formationmentioning

confidence: 99%

Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway

Sørensen

2021

International Perspectives on Early Childhood Education and Development

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In kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.

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Section: Children's Learning Development and Cultural Formationmentioning

confidence: 99%

Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway

Sørensen

2021

International Perspectives on Early Childhood Education and Development

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“…Toys and cultural tools in the toddler's environment are developed to support an active stance towards the environment. They are designed to fi t and support the perceptual and motor skills of the child and at times to constrain and shape the activity of the child in accordance with adult's motives and values about children's activity (Valsiner 1997 ), developed from societal values about desirable play activities and developmental goals (Schousboe 2013b ). Thus, the natural line is not alone in enabling and constraining the development of environmental affordances.…”

Section: To Play and Not To Play With And Without Disabilitiesmentioning

confidence: 99%

“…The degree of freedom within the play activity is central to its developmental nature (Schousboe 2013b ). The child with severe physical impairments is extremely dependent on others to make interesting objects available, to manipulate play objects for them, to place them in locations and positions where they will be able to explore materials, objects and play themes in accordance with their motives.…”

Section: How To Support?mentioning

confidence: 99%

“…Through meta-communication and activities with each other, children enable a collective exchange of meaning and negotiations of new meaning (Fleer 2013 ). Even games as early as peek-a-boo and rough-andtumble physical games contain rules and thus elements of social negotiation through The Challenge of Playing with Peers exploration of these rules (Schousboe 2013b ). Through the individual and collective imaginations , the child or children at play explore, negotiate and develop roles and rules within their particular cultural-historical activity setting.…”

Section: The Challenge Of Playing With Peersmentioning

confidence: 99%

“…The knowledge base of children will not be completely similar, although children growing up in a particular country are introduced to a broad repertoire of similar tools, artefacts, toys, stories and activities at use within the cultural-historical practices (Schousboe 2013b ). By going to a particular kindergarten or preschool and by participating in a particular peer group, children are introduced to a local range of activities and build their own repertoires of known and preferred play themes and activities (Winther-Lindqvist 2013 ).…”

Section: The Challenge Of Playing With Peersmentioning

confidence: 99%

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Development and Learning of Young Children with Disabilities

Boettcher¹,

Dammeyer²

2016

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Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is, essentially a Western view of childhood, preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will:• Examine how learning is organized across a range of cultures, particularly indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries • Critique how particular forms of knowledge are constructed in curriculum within and across countries • Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries • Examine how early childhood education is researched locally and globally • Examine the theoretical informants driving pedagogy and practice, and seek to fi nd alternative perspectives from those that dominate many Western heritage countries • Critique assessment practices and consider a broader set of ways of measuring children's learning • Examine concept formation from within the context of country-specifi c pedagogy and learning outcomesThe series covers theoretical works, evidence-based pedagogical research, and international research studies. The series also covers a broad range of countries, including majority poor countries. Classical areas of interest, such as play, the images of childhood, and family studies, will also be examined. However, the focus is critical and international (not Western-centric).More information about this series at

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The Toddler and Preschool Child with Disabilities: Becoming a Social Agent

Bøttcher

Dammeyer

2016

Development and Learning of Young Children With Disabilities

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Cultural and Historical Influences on Conceptions and Uses of Play

Cited by 5 publications

References 13 publications

Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway

Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway

Development and Learning of Young Children with Disabilities

The Toddler and Preschool Child with Disabilities: Becoming a Social Agent

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