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Barn som har svårt att leka: En vetenskaplig essä om samspel och exkludering i leken
Södertörn University, Teacher Education.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This scientific essay is about children's play difficulties and interaction with other children. I describe a story where a boy has a hard time cooperating in the game and fights when he doesn't get what he wants. The other kids exclude him from the game because they think he always ruins their games. It is a difficult dilemma for us educators to deal with and we often exclude him from the group when he fights. I reflect on my actions and whether I handled the situations correctly. How can I as a future preschool teacher help a child who has play difficulties and include him in the play with the other children? What might be the reason that the children exclude him from the game, is it the pedagogical attitude that has made Adam out of the game? I will try to address and get answers to these questions in my essay.

The purpose of writing in essay form as a method is to be able to reflect and gain an understanding of the importance of play, exclude play difficulties and how we educators can support in the play. The method of writing essay form is to be able to answer my questions based on various theories and literature that I have reflected on during my essay writing. In order to gain an understanding of my dilemma, I have used Vygotsky's theory of the importance of play and Corsaro’s and Löfdahl's theories regarding the culture of comrades. In my reflection, I have used the game researchers Knutsdotter Olofsson, Lillemyr, Folkman & Svedin and Öhman who write a lot about children who do not play with other children and are excluded from play. In discussions about educators rolling and how we should help the child in the play, I reflect on Edfelt's thoughts and Tullgren's doctoral dissertation on being and presently an educator in the game.

All theoretical literature has supported me to reflect on my actions and to be able to critically review how I handled the situation at the preschool. What different working tools can I use to include the child in the play and that they start playing together? The study's conclusion has given me knowledge about how to strengthen my relationship with the child and support him in play with the other children at preschool. I have to be a present educator and help him be included in the game.

Place, publisher, year, edition, pages
2019. , p. 28
Keywords [en]
significance of the game, interaction, inclusion, exclusion, present educator.
Keywords [sv]
lekens betydelse, samspel, inkludering, uteslutning, närvarande pedagoger.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-40061OAI: oai:DiVA.org:sh-40061DiVA, id: diva2:1390593
Subject / course
Pre-school education
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2020-02-03 Created: 2020-02-01 Last updated: 2020-02-03Bibliographically approved

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