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Type of publication: conference paper
Type of publication (PDB): Tezės kituose recenzuojamuose leidiniuose / Theses in other peer-reviewed publications (T1e)
Field of Science: Edukologija / Education (S007)
Author(s): Hakkarainen, Pentti Ensio;Safarov, Ildar
Title: Socio-dramatic play and child development
Is part of: Happiness, relationships, emotion & deep level learning : European early childhood research association (EECERA) 26th annual conference : abstract book : Dublin, Ireland, 31st - 3rd September 2016. Dublin : EECERA, 2016
Extent: p. 177-177
Date: 2016
Keywords: Socio-dramatic play;Child development;Causality;Social contact model;Role relations
Abstract: The research aims at revealing new aspects from the relation between socio-dramatic play and child (3 - 5 years) development. Vygotsky (1978) proposed a two-step model of cultural development, 'general genetic law' of development. But he did not elaborate it in his analysis of the ZPD in play. As a recent review demonstrates (Lillard et al., 2013) a comprehensive causal analysis still is lacking from modern play research. Our theoretical framework is based on Vygotskian psychology of art, which has stimulated our play-world approach (Lindqvist, 1995; Hakkarainen et al., 2013). By definition a play-world is a joint imaginative play environment both for adults and children. A tale or a story is first orally presented to children and an imaginary environment is jointly constructed on its basis. During weekly play sessions new play elements are introduced to children by dramatising (teachers in role) or children construct new turns to the plot. After familiarising with the main ideas of the story and joint elaboration with adults, children are encouraged to self-initiated play episodes, which we analyse in our report. Informed consent for the use of video material was obtained from the parents and children. Greatest developmental potential of socio-dramatic play is found in dynamic system relations, in intentional contacts between role characters. Joint play actions combine intentions of all participants. Causality between play and child development has mutual character. There is a need for revising methodological approaches to play research and elaborating play intervention methods
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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