engleski

Play and child autonomy

This paper focuses on the play as a consisting part of culture as well as the educational instrument for "adulthood" production on the example of autonomy. At the pre-school age play is a dominant context of interaction for both educational and developmental progress. Elements of normative regulation (social suitability) and personal discretion (personal preferences, social on the individual level) are constantly in a play co-relation. The autonomy of a child implies child's social and individual competence. Therefore, the play pedagogy requires adult guidance. This paper talks about child autonomy during play supported by guidance. At the same time, guidance refers also to preservation of play autonomy from choice, participation, playing to reflexion. Exploration of functional features of adult and behaviour of a child (co-player) offers insight in the quality of social interaction, which influences child and play autonomy. The research results imply the possible conclusion about specific forms of parent and teacher behaviour present during the constructive play with a child. Parents are directed to functional and social suitability of a play, giving it the frame, content and course. Their consistent "supervision" speaks in favour of the tendency of continuity in relation to conformity. On the other hand, pre-school teachers are at the same time focused on both context of a play, and teaching. However, their focus on the end result of a play and their insisting on their intentions speak in favour of the tendency to use the play as a means of social regulation. Variability in the behaviour of pre-school teachers indicates their "balancing" between autonomy and social conformity.

play; child autonomy; social interaction

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