Lek och sociala relationer på fritidshemmet : En studie om pedagogers roll och syn på barns relationsskapande i leken
Sammanfattning: The purpose of this study is to contribute knowledge about how a few pedagogues apprehend playing’s opportunities to create social relationships between children. The purpose is also to contribute knowledge about how a few pedagogues apprehend their role in children’s relationship work in playing. To obtain empirical material to our study we have completed qualitative interviews with eight pedagogues who work in extended school in four different schools. The theoretical framework we have used to analyze the empirical data is symbolic interactionism, in particular concepts from Erving Goffman’s The Presentation of Self in Everyday Life (1959). According to the pedagogues, playing create social relationships between children by their fantasy, creativity and by their own initiative. According to the pedagogues, playing clarifies children how to work together and how to behave towards other children. To include and prevent children from being excluded the pedagogues use different tools to support them in entering social relationships with other children. The pedagogues use free play to get children to learn how to take responsibility and in an independently way create new social relationships with other children. The pedagogues use adult- conducted play to get children to interact in play, to enter community and create social relationships. The pedagogues feel they are in children´s free play depending on how the children act for example if there is a problem regarding children´s language or behavior in playing. In adult-conducted play the pedagogues apprehend their role to be an explicit and determined leader and be the one who always controls children’s play. The pedagogues also apprehend their role in adult-conducted play to break up subgroups and lead the children away from evil playing.
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