Pedagogical potential of play materials in kindergarten

[M. Lazarević]

213 str.

Pedagogija - Predškolska pedagogija / Pedagogy - Preschool pedagogy

Predmet ove studije je pedagoški potencijal materijala za igru u dečjem vrtiću. Ontološku osnovu za sagledavanje pedagoškog potencijala materijala za igru pronalazimo u Mero-Pontijevoj fenomenologiji tela, kojom smo iskustvo igre i interakcije sa materijalima za igru sagledali kroz njihove otelovljene aspekte. Ontološki okvir studije pružio je osnovu i za razumevanje iskustva stvaranja materijala za igru iz fenomenološke perspektive. Epistemološki okvir studije čini socio-kulturna teorija, u okviru koje smo iz perspektive pedagogije prostornosti sagledali procese kroz koje se materijalizuje iskustvo igre. Istraživački pristup u sagledavanju pedagoškog potencijala materijala za igru predstavljaju fenomenologija i senzorna etnografija. Putem fenomenologije istraživali smo iskustva koautora u procesu stvaranja materijala za igru, a putem senzorne etnografije istraživali smo iskustva dece i odraslih u igri konkretnim materijalima za igru u dečjem vrtiću. Istraživanje iskustva koautora u stvaranju materijala za igru ukazuje da je ovaj proces transformativan, kako po sam oblik materijala za igru, tako i po odnos koautora prema njegovom pedagoškom potencijalu, te da doprinosi profesionalnom razvoju koautora. Istraživanje iskustva dece i odraslih u igri konkretnim materijalima za igru u vrtiću, ukazuje da ovi materijali u igri ne predstavljaju samo objekte sa određenim fizičkim svojstvima, već postaju deo strukture samog iskustva igre. Kao takvi, materijali su značajni kako za građenje igre, tako i za građenje pristupa kojim odrasli pruža podršku igri. Pedagoški potencijal materijala za igru ogleda se u doprinosu njihovih svojstava transformativnosti same igre, ali i u njihovim materijalno-diskurzivnim svojstvima kojima doprinose promeni pristupa odraslog građenju igre.

The subject of this study is the pedagogical potential of play materials in kindergarten. The ontological basis for understanding the pedagogical potential of play materials is found in Merleau-Ponty's phenomenology of the body, through which we examined the experience of play and interaction with play materials through their embodied aspects. The ontological framework of the study also provided a basis for understanding the experience of creating play materials from a phenomenological perspective. The epistemological framework of the study is based on socio-cultural theory, within which we explored processes through which the experience of play materializes from the perspective of pedagogy of spatiality. The research approach to understanding the pedagogical potential of play materials includes phenomenology and sensory ethnography. Through phenomenology, the experiences of co-authors in the process of creating play materials were explored, while through sensory ethnography, the experiences of children and adults in playing with concrete play materials in the preschool setting were investigated. The research into the experiences of co-authors in creating play materials indicates that this process is transformative, both in terms of the form of the play materials themselves and in terms of the co-authors' attitudes toward their pedagogical potential, contributing to their professional development. Research into the experiences of children and adults in playing with concrete play materials in kindergarten shows that these materials in play are not just objects with specific physical properties but become part of the structure of the play experience itself. As such, materials are significant not only for constructing play but also for developing approaches through which adults support play. The pedagogical potential of play materials is reflected in their contribution to the transformative nature of play and in their material-discursive properties that contribute to changing the approach of adults to constructing play.

materijali za igru, igra, pedagoški potencijal materijala za igru, dečji vrtić, Merlo-Ponti, fenomenologija tela, socio-materijalni pristup, pedagogija prostornosti

play materials, play, pedagogical potential of play materials, kindergarten, Merleau-Ponty, phenomenology of the body, socio-cultural theory, socio-material approach, spatial pedagogy

37.013:373.2(043.3)

Tekst