engleski

Play – meeting point for a child and an adult (a pre-school teacher)

Being scientists and &laquo ; educators' educators&raquo ; we are interested in the position of symbolic play in a pre-school education. The conducted research looked into the hypothesis that pre-school professionals are at play far more focused on what they think children should be, than on what children really are, and on what they want to achieve by that play, than on what children actually need and think is important. The paper presents a part of the research that deals with pre-school teachers' value system and their conduct at symbolic play with children. The aim was to determine the teacher's interpretation of his/her role (from the projection of the play's framework, the course of play, personal interventions and participation in play) and to gain the insight in the repertoir of the teacher's scaffolding of a child's conduct during play. The initial results indicate that pre-school teachers tend to create play scenario, cast roles, define the appropriate behaviour, insist on 'being realistic' (material, behaviour) and final, and eventually, they tend to use the context of play for direct teaching.

play; symbolic play; implicit theories; educational practice

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