Naslov
The parent and the child during play

Autori
Babić, Nada ; Irović, Stanislava

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Children Receptive Play / Kielar- Turska Maria, - : Wyzsza Szkola Pedagogiczna w Krakowie, Poljska,, 1998, 32-34

Skup
International Conference: Childrens Receptive Play

Mjesto i datum
Kraków, Poljska, 21.10.1998. - 24.10.1998

Vrsta sudjelovanja
Pozvano predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
constructive play; social interection; value system;parents’ behaviour; childrens’ behaviour; social adaptability/conformity; independent; responsibility; positive feedback.constructive play; social interection; value system;parents’ behaviour; childrens’
(constructive play; social interection; value system;parents’ behaviour; childrens’ behaviour; social adaptability/conformity; independent; responsibility; positive feedback.)

Sažetak
In this research we compared play and non-play context in order to find some general and variant tendencies in a parent’s behaviour while interacting with his/her child. A parent’s orientation regarding the child’s social adaptability and conformity presupposes some external authority and directiveness on the parent’s part, as well as obedience and compliance with certain external standards on the child’s part. The parent’s orientation regarding the child’s autonomy is manifested through his/her acceptance of the child’s initiative and independent decisions, through the parent’s stimulation of the child’s practising “self-control” and taking responsibility, and through the parent’s acceptance of mutual learning. The parent’s and the children’s behaviour was observed during constructive play on a sample of 60 pairs of parents-children (the parents’ level of education varied, the children’s ages ranged from 4,0 to 6,0 years). The data we collected from observing the parent-child play sequences can be summarized as followos: a. Parental behaviour ranges from passivity to full involvement. A parent’s passivity is manifested through his/her observation of what the child is doing, his/her silence, his/her declaration that he/she doesn’t know how to play. A parent’s passive behaviour also includes such behaviour as manifested in the parallel work of constructing in a atmosphere of silence (“I don’t touch you- so don’t touch me”). A parent’s high level of involvement is perceptible on the motivational and practical level: the parent invites child to plan, offers him/her and so on. The parent’s motivation and activity ranged from manifesting his/her own competence to giving support to the child’s intentions and behaviour during play. The children are responsive in the sence that they accept suggestions, praise, comments and general suggestions in the form of: what would you…, if you…, if so…then, and in such behaviour as the “act as if” type. b. The parents were orinteg regarding the final product of the play: the task was to build something with cubes, something wich corresponded to some real model. Only in two cases was cube construction used as a scenario of symbolic play in which the parents accepted the children’s initiatives and ideas. The children’s responses to ther parent’s tendency towards building a final product were twofold: the more independent children tried to follow their own ideas and realize them either in silence or by directly opposing the parent’s ideas; the less independent and more submissive children accepted the parent’s ideal silently or with self – correction. c. In situations where the parets were confronted with oppositon on the part of the children, most parents kept insisting on their own ideas and demands. The procedures of “redirection” of the child’s behaviour ranged from direct suggestions to direct motoric interventions (replacing, removing, correcting the child’s “construction”). The children’s reaction of confrontation: the more independent children often react non-verbally to the parent’s interventions by withdrawing, stopping, putting the corrected construction back to the initial shape; the less independent children give up their own initiatives and accept the parent’s demands, requesting verbally or with their looks the parent’s positive feedback and agreement, security. d. The parental evaluation of “adequate” child behaviour and that worthy of praise is play behaviour wich conforms to the parent’s own aim for a final product. In the parent’s behaviour during the play, some behaviour are almost non-existent as is that of “act as if “ type and divergency . The children are highly responsive to prental praise as well as their own positive self – evaluation. The conclud we observe a paradox in parental behaviour during play: if parents “reserve” play for the young age only, then they probably consider the kindergarten period (in wich a child is involved in the situational context) as a period for such “serious ".

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA