By Marjatta Kalliala
This paintings is helping readers to reassess the contribution of play in early life. It is helping adults to appreciate that kids have their very own play tradition, and likewise is helping practitioners to mirror at the means they inspire kids to play by means of knowing their play tradition.
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Extra info for Play Culture in a Changing World (Debating Play)
Example text
In addition, age segregation and, in Finland, decreasing birth rates have led to the fact that there are not enough children playing in the backyard during the best hours for play. Eva-Lis Bjurman (1981) states that children, especially socially advantaged children, spend a great deal of time on hobbies, which are believed to train individual performance. Emmi demonstrates this phenomenon. She has three hobbies a week. She visits theatre and art exhibitions with her mother, and she only plays with other children at the day-care centre.
However, the rules are defined by adults, and the children’s contribution to developing the rules is minimal in these games, which are planned, organized and led by adults. Because these types of games have no child-initiated element, they are not included in this book. Children develop their own competition play, away from adults However, we do find children developing their own play in ways which involve them in competition. This kind of play (which the French theorist Caillois has called competition (agon) play), can be found away from adults.
The key issue is whether a child competes voluntarily or is led by an adult. Although children’s own competitive agon-play is carried out according to their needs, this does not eliminate conflicts in the game, leading to situations or problems linked to the position of children of different ages. Rather, playing together is an optimal way of solving problems that emerge out of group play together. In children’s naturally formed groups, they do not try to decrease the friction by forming as homogenous groups as possible according to age, sex or skills.