Purpose
The purpose of the study is to investigate how kindergarten teachers in Denmark can support and increase children’s participation in play, especially children in vulnerable positions. The aim of the study is to understand how educators participate in play in different ways, and how this participation affects children in vulnerable positions and their participation in play.
Result
The research results show that educators take on three main roles in children’s play: as a play partner, as supportive observers, and as play catalysts. As play partners, the educators participate actively to engage children and create a safe framework for play, while those as supportive observers help when children face challenges or conflicts. When educators act as play catalysts, they inspire children to include each other and explore new roles, contributing to a more inclusive play environment for children in vulnerable positions.
Design
The study is based on participatory observations and semi-structured interviews. The observations were carried out in a kindergarten in disadvantaged residential area, where the researcher used field notes to describe the interactions between educators and children during play. In addition, interviews were conducted with educators and smaller groups of children to gain deeper insight into their experiences of play. Together, these methods provided a detailed basis for analysing how children experience the role of educators in play, as well as how educators adapt their participation to support children’s play.
References
Ravn, J. N. (2022). Når legen ikke forløber af sig selv: Betydningen af pædagogers deltagelse i børns leg. Psyke & Logos, 43(2).
Online year: 2023
Issue year: 2023
Review year: 2023