| 1. |
- Baumer, Sonja, et al.
(författare)
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Promoting narrative competence through adult-child joint pretense : Lessons from the Scandinavian educational practice of playworld
- 2005
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Ingår i: Cognitive development. - : Elsevier BV. - 0885-2014 .- 1879-226X. ; 20:4, s. 576-590
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the effects of the playworld educational practice on the development of narrative competence in 5- to 7-year-old children. The playworld educational practice is derived from play pedagogy and the theory of narrative learning, both developed and implemented in Scandinavia. The playworld practice consists of joint adult-child pretense based in a work of children's literature, discussion, free play, and visual art production. When compared to children under a control intervention (conventional school practices without pretend play), children who participated in the playworld practice show significant improvements in narrative length, coherence, and comprehension, although not in linguistic complexity. These findings provide further evidence concerning the role of pretense in the narrative development of young children.
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| 2. |
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| 3. |
- Ferholt, Beth, et al.
(författare)
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A Study of Playworlds: Studying Emotion in Education in a Holistic Way.
- 2022
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Konferensbidrag (refereegranskat)abstract
- This paper discusses a study of playworlds, arguing that this study provides an example of the study of emotion in educational settings that does not segregate emotion and cognition. Playworlds are created from a relatively new form of play that combines adult forms of creative imagination (art, science, etc.), which require extensive experience, and children’s forms of creative imagination (play), which require the embodiment of ideas and emotions in the material world. In playworlds, adults and children enter into a common fantasy that is designed to support the development of both adults and children. Our research group understands playworlds and the study of playworlds holistically, as ways of being; and thus, our research is in line with participatory approaches, which study education through long-term researcher-practitioner collaboration. In the study discussed in this paper, the segregation of emotion and cognition was avoided by the researchers appreciating that playworlds are, in part, art, and designing their methods accordingly. Gunilla Lindqvist (1995), a foundational scholar of Vygotsky’s theories of play, art and development, designed playworlds to identify and study the “common denominator” of play and aesthetic forms. Lindqvist (1995) calls this denominator “the aesthetics of play” and we have described playworlds as “an art of development” (Marjanovic-Shane et al., 2011). It is difficult for scientists who are working alone, without artists, to adequately describe art or subjects that are art-adjacent. The researchers in the study under discussion, thus, followed insights from an artist’s study of art – a study which avoided the segregating of emotion from cognition – and so collected observations of playworlds that the responts “fell in love with” from playworld reasearchers and practitioners (including teachers, artists, children and imaginary characters); generating an unusual corpus of insights for analysis.
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| 4. |
- Ferholt, Beth, et al.
(författare)
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Adult and child development in the zone of proximal development : Socratic dialogue in a playworld
- 2010
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Ingår i: Mind, culture and activity. - : Routledge. - 1074-9039 .- 1532-7884. ; 17:1, s. 59-83
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses adult and child development in the zone of proximal development in an educational practice based in Vygotsky's theories of play: the playworld educational practice. The playworld educational practice is a central component of a Scandinavian play pedagogy that promotes shared responsibility amongst adults and children for engaging in adult-child joint play. The playworld practice, which is based on a work of children's literature, includes joint adult-child scripted and improvisational acting and set design. We explore conditions under which playworld activities create a zone of proximal development that fosters development in both adult and child. Our analysis, based on data from a K-1 classroom, expands Vygotsky's concept of the zone of proximal development so that we see not only the unidirectional development of a child toward an adult stage of development but also the simultaneous development experienced by adults participating in the zone with the child.
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| 5. |
- Ferholt, Beth, et al.
(författare)
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Adult and Child Learning in Playworlds
- 2018
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Ingår i: The Cambridge Handbook of Play. - Cambridge : Cambridge University Press. - 9781316640906 - 9781108131384
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Bokkapitel (refereegranskat)
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| 6. |
- Ferholt, Beth, et al.
(författare)
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Aesthetics of play and joint playworlds
- 2017
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Ingår i: The Routledge International Handbook of Early Childhood Play. - London : Routledge. - 9781315735290 - 9781138833715 ; , s. 58-69
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Bokkapitel (refereegranskat)abstract
- In this chapter, the authors discuss some of the things that we as researchers learned from their development. They discuss the two playworlds of the research projects named the Baba Yaga Playworld and the US Narnia Playworld. The authors introduce Gunilla Lindqvist's interpretation of the Vygotskian theories in which playworlds are based and then present playworlds within Lindqvist's creative pedagogy of play. In Lindqvist's view, the way that Vygotsky links emotions to thought gives aesthetics a new role in the process of consciousness. Lindqvist's creative pedagogy of play promotes the study of joint adult-child play in which children's ability to produce results in play that are novel to both adults and children is a central feature. Lindqvist reinterprets Vygotsky's theory of play through his Psychology of Art, and through a modified reading of "Imagination and Creativity in Childhood", to focus on Vygotsky's assertion that children's play is a creative cultural manifestation in humans.
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| 7. |
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| 8. |
- Ferholt, Beth, et al.
(författare)
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Child Development and Adult Ways of Being in Playworlds
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Gunilla Lindqvist argued that in playworlds teachers “step(ping) out of their ‘teacher roles’” and “dare(d) to try new attitudes and ways of acting” (1995, pp. 210-211). This paper presents cases of adult playworld participants’, ie. teachers and researchers’, ways of being in five playworlds in a variety of institutional settings in four nations: We believe that the quality of children’s experiences in these playworls depends on the quality of the experiences of the teachers, and also of the researchers participating in the projects. Teacher and researcher descriptions of their own and other participating adults’ ways of being in these playworlds was collected from completed and ongoing playworld studies, and from interviews conducted specifically for this study. Data was, thus, derived from various research projects, each at their own research sites. Different methods of analysis were used at each research site, although some forms of participatory observation, focused on the theme, narrative and process of artwork production, were common across all sites. Also allowing for the necessary coordination, while taking difference as a starting point for understanding human development, the playworlds examined in this paper were created in Sweden, Finland, Japan and the United States but were all inspired by the work of Pentti Hakkarainen; and all developed, over the past 17 years, within the International Playworld Network (IPWNW), which originated at the Laboratory of Comparative Human Cognition at the University of California, San Diego. Analysis took place using an intentionally diverse collection of theories, which reflect the diversity of perspectives that makes the IPWNW productive: Gadamer’s theories of play to describe the playworlds “playing” the teachers and researchers as play “plays” the child; Hadley’s theories of adult participation in play to understand experiences of adults playing “inside the flow” of playworlds; Miyazaki’s theory, drawing on the work of Bakhtin, of the triadic relationship between an imaginative world, children and adults; Rainio’s theorizing of dialectics of agency in adult-child interaction in playworlds; and recent developments of Participant Design Experiments.
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| 9. |
- Ferholt, Beth, et al.
(författare)
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Creativity in education : Play and exploratory learning
- 2015. - 1
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Ingår i: Contemporary approaches to activity theory. - Hershey : IGI Global. - 9781466666030 - 9781466666047 ; , s. 264-284
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Bokkapitel (refereegranskat)abstract
- The goal of this chapter is to respond to the scarcity of literature on creativity that is relevant both to CHAT and in the field of education. The authors explore Vygotsky's writings on creativity, imagination, art, and play in relation to three Swedish preschool projects that practice a pedagogy of exploratory learning. Also included are discussions of imagination versus realistic thinking, syncretism in children's creative work, and play as a creative activity. Because this study was a formative intervention, the pedagogy of exploratory learning became significant in the analysis. The bulk of the chapter consists of thick descriptions of the projects and discussion of aspects of creativity as they appear in the projects. The data was collected by teachers and a research team that consisted of the authors of this chapter. Data collection in the three projects took place before the intervention took place, during the initial phases of the intervention, and after the intervention had become an annual theme for the preschools. The research was initially guided solely by a cultural historical understanding of creativity, while the analysis brought CHAT into dialogue with postmodern writings that are related to exploratory learning.
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| 10. |
- Ferholt, Beth, et al.
(författare)
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Current playworld research in Sweden : Rethinking the role of young children and their teachers in the design and execution of early childhood research
- 2016
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Ingår i: Disrupting early childhood education research. - Abingdon : Routledge. - 9781138839106 - 9781138839113 - 9781315733623 ; , s. 117-138
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Bokkapitel (refereegranskat)abstract
- If we consider research to be “re-searching,” or searching again (Paley, 1992), then early childhood research is happening all the time in early childhood education, not only during academic research studies. This research is being carried out not only by researchers but also by teachers and young children as they form community and make meaning in their classrooms. How such re-searching takes place in one early childhood research project is the topic of this chapter.
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