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Playing practices among staff in school-age childcare
Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Stockholm University.ORCID iD: 0000-0002-7346-9382
2016 (English)In: Book of abstracts: NERA 2016, social justice, equality and solidarity in education, 2016, 105-106 p.Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In an outcome driven school time and space for play can easily be forgotten on the list of priorities. Yet play is part of the practice traditions of Nordic school-age childcare (Højlund, 2002; Johansson & Ljusberg, 2004, Øksnes, Knutas, Ludvigsson, Falkner, & Kjær, 2014). It is therefore important to develop a language that makes conversations about, reflections on and analysis of play and playing in school-age childcare easier. Together with staff in school-age childcare in Sweden and England an action research project explored the facilitation of play. Data consists of transcribed conversations withstaff before and during the project. Kemmis et al.'s (2014) theory on practice architecture was the primary tool for analysis. Action research became a way to discover the taken-for-granted conceptions of play that governed their doings, their play practices. It also became a way to disturb the dominant play practices and open up for testing other play practices. Just as action research was used to disturb and change practice in order to understand it, concepts from Deleuze and Guattari's philosophy (1980/2004) were put to work to disturb taken-for-granted concepts of play in order to explore how playing works. A playing practice could be conceptualised as a practice that sensitises itself to the disturbances caused by playing but also puts itself 'in play' which opens up for a continuous playing with play. Such a transformative playing practice could mean that staff explore which is the dominant play practice in their setting and then continuously and consciously disturbs it. When staff sensitise themselves to playing it may be possible to avoid taken-for-granted and routine play practices.

Place, publisher, year, edition, pages
2016. 105-106 p.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-34185OAI: oai:DiVA.org:hj-34185DiVA: diva2:1052121
Conference
NERA 44th Congress, Social Justice, Equality and Solidarity in Education, Helsinki, 9-11 March, 2016.
Available from: 2016-09-19 Created: 2016-12-05 Last updated: 2016-12-05Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
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More styles
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  • de-DE
  • en-GB
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