Izvorni znanstveni članak
https://doi.org/10.15516/cje.v22i4.3666
Play in Direct Practice in Preschools of Vojvodina
Svetlana Lazić
orcid.org/0000-0002-2602-4268
; Preschool Teachers Training College Petra Drapšina 8, 21000 Novi Sad, Serbia
Vesna Colić
orcid.org/0000-0002-1780-2734
; Preschool Teachers Training College Petra Drapšina 8, 21000 Novi Sad, Serbia
Milenko Janković
; Preschool Teachers Training College Petra Drapšina 8, 21000 Novi Sad, Serbia
Sažetak
The paper presents the research carried out in the school year 2018-19 in preschools
of the Autonomous Province of Vojvodina. The aim of the research was to assess the
role of preschool teachers in supporting and enriching child’s play, gain insight into
children’s actions in relation to it, as well as to ascertain the dominant perspective
of the children and adults in the play. One hundred forty-five preschool teachers
had been interviewed. The results have shown that teachers have had a shift
of focus in understanding child’s play and assessing its efficiency. Even though
teachers in general see play as a free child’s activity, it has become apparent they
perceive it more as a learning method than a free child’s action. Play with rules was
introduced to all age groups of children, including nursery. The play implemented
in the research was assessed as successful, and the preschool teacher’s role was to
guide or observe it. Even though the question of the relation in which the child
enters and builds its own experiences is seen as an imperative in contemporary
educational policies, teachers have stated that they are mostly focused on either
their own or the child's perspective. The research has confirmed the presence of a
tendency for didactisation of play and showed the need for new insights into this
significant child's activity.
Ključne riječi
child; play; preschool teacher; relationship; perspective
Hrčak ID:
250620
URI
Datum izdavanja:
20.12.2020.
Posjeta: 1.033 *