Legekvaliteter: Udvikling af et begreb om det legende i lærer- og pædagoguddannelsen

Med afsæt i et større forskningsprojekt om det legende i undervisning på pædagog- og læreruddannelser, udvikler denne artikel begrebet om legekvaliteter. Gennem en design-baseret tilgang til udvikling af teori udforsker artiklen, hvordan begrebet om legekvaliteter kan være med til at skabe muligheder for en måde at konceptualisere legende undervisning.  Legekvalitetsbegrebet viser sig at have følgende karakteristika: Legekvaliteter er bundet til konkrete situationer, er nært knyttet til handlinger, er fluktuerende og er altid legekvaliteter for nogen. Med udviklingen af begrebet om legekvaliteter bliver artiklens centrale bidrag at skabe et begreb, der både muliggøre at vi kan se på eksisterende undervisning og spørge til legekvaliteterne i disse, ligesom vi kan bruge begrebet legekvaliteter som designprincipper for fremtidens legende undervisning. Artiklen afsluttes med at diskutere begrebets teoretiske og praktiske implikationer for professionsuddannelserne.Based on a research project about playful teaching in pedagogue and teacher education, this article develops the concept of play qualities.Through a design-based approach to the development of theory, the article explores how the concept of play qualities can help to create opportunities for a way of conceptualizing playful teaching. The concept of play quality turns out to have the following characteristics: Play qualities are related to concrete situations, related closely to actions, are fluctuating and always play qualities to someone. With the development of the concept of play qualities, the contribution of the paper becomes to create a concept of playful teaching that both enables us to look at existing teaching and ask about the play qualities in these, just as we can use the concept of play qualities as design principles for future playful teaching. The article concludes by discussing the theoretical and practical implications of the concept for the education

Design-based research as a research methodology in teacher and social education – a scoping review

As a methodological approach, design-based research (DBR) has been widely applied within research on educational systems. Nevertheless, the question of how DBR is used as a research method in specific educational environments remains. This scoping review focuses on DBR as a research methodology in teacher education and social education. Such a review can productively map a research area and can guide further research within a field. For this scoping review, 27 articles were selected, and the results showed that DBR is used as a research method in teacher education and social education; however, there are differences in how strictly the articles apply the approaches that are found and are well-known as important features within the DBR methodology. The main finding is that although the selected articles outline their research according to DBR, they do not strictly use the methodology in practice. In most studies, participants are considered co-designers, and the research is conducted in iterative cycles. Because these are the fundamental core features of DBR, it would be relevant to suggest a stronger emphasis on the guidelines within the methodology and insist that future research follows these guidelines to remain within the design-based methodology and thereby strengthen the epistemology of the methodology

”Det gjorde sygt, sygt ondt”: Design af inkluderende legemiljø i skolen i samarbejde med pædagoger

ResumeMed afsæt i en pilotundersøgelse baseret på Design-Based-Research og etnografisk intervention præsenterer denne artikel et legedesign som ramme for studier af børns deltagelsesmuligheder i leg. Studiet tager udgangspunkt i legen som stemningspraksis og viser, at børns viden om at slå-for-sjov samt deres kendskab til et dø-dramatisk-narrativ har betydning for, om legen opleves som god, mens børn, der har forestillinger om virkelig, fysisk smerte, umiddelbart ikke oplever at være inkluderet i leg. Artiklen diskuterer afslutningsvis, hvordan børns viden om leg kan udgøre et pædagogisk potentiale, samt hvorfor legen bør sættes på den pædagogiske dagsorden i skole og SFO. Abstract”It hurts awesomely”. Designing inclusive play environment in schools in collaboration with pedagoguesStarting from a pilot study based on Designed-Based-Research and ethnographic intervention this article presents a play design. The play design is based on play as a mood practice and frames a study on children´s possibilities to participate in play. The study discloses how knowledge on hitting for fun and a narrative of dramatic death is significant for the children´s experiences of good play. Children, however, who do not experience themselves included in play, tend to speak of real pain. Finally, the article discus the pedagogical potential of children´s knowledge of play and why play ought to be part of a pedagogical agenda in schools and leisure time clubs

En sammenhængende overgang?

This paper examines play experiments during children’s transition from kindergarten to school. Empirically, the article relies on field observations from a pilot study in 2020 where play experiments were designed and unfolded as transition activities in a Danish school district. In a range of pedagogically framed play experiments at the local school, the oldest children from the local kindergartens participated together with school children from 3rd grade, and with pedagogical professionals from kindergartens and school. The play experiments are examined by shedding light the children’s pathways to school as they unfold in these activities, as well as by highlighting what potentials this activity format displays with regards to coherence during transition to school. A central finding is that the play experiments enable pathways into the school as a flexible participatory space. However, this poses different demands on the professionals’ participation than many other transition activities. The play experiments actualize transition as a process where readiness cannot be assigned to either the child, the kindergarten, or the school. Rather, all participants must mutually adjust to one another within the framing of play orders

En sammenhængende overgang? Om legens fleksible deltagelsesrum i overgangen fra dagtilbud til skole

This paper examines play experiments during children’s transition from kindergarten to school. Empirically, the article relies on field observations from a pilot study in 2020 where play experiments were designed and unfolded as transition activities in a Danish school district. In a range of pedagogically framed play experiments at the local school, the oldest children from the local kindergartens participated together with school children from 3rd grade, and with pedagogical professionals from kindergartens and school. The play experiments are examined by shedding light the children’s pathways to school as they unfold in these activities, as well as by highlighting what potentials this activity format displays with regards to coherence during transition to school. A central finding is that the play experiments enable pathways into the school as a flexible participatory space. However, this poses different demands on the professionals’ participation than many other transition activities. The play experiments actualize transition as a process where readiness cannot be assigned to either the child, the kindergarten, or the school. Rather, all participants must mutually adjust to one another within the framing of play orders

Play Types, Design Principles and Participation in Play: How Is it Possible to Design for Participation in Play?

Many school-age children have difficulties participating in play and need support to find playmates, take the initiative and structure play. If children do not master these competencies, they risk ending up in a spiral in which they are not given the opportunity to practice playing and develop play competencies. The purpose of the present study is to investigate how design principles in three different play types can be formulated in order to support pedagogues (educators) in developing new play activities with significant potential for participation. In addition, how these design principles cover more general and generic principles are scrutinized. This paper is based on a three-year design-based research study in two Danish schools investigating three play types: creative play, role play and movement play. It also presents four design principles on each play type which were found to support the development of new play activities with inclusive potential. As a theoretical contribution, the design principles of each play type are meta-analysed with the goal of helping pedagogues generate play activities with different participation possibilities. The generic design principles are the essence of play, play practices, play materials and play opportunities for participation

Når børn fælles skaber – om børns materialiserede samvær i leg

Artiklen handler om samspillet mellem børns sociale praksisser og materialer. Med udgangspunkt i et empirisk materiale fra et designbaseret forskningsprojekt og begreberne intra-action (Barad, 2007) og affinity (Mason, 2018) udforskes det hvordan materialer indgår i børns leg med hinanden og hvilke potentialer materialer har i børns leg? Der er ikke blot tale om, at børn anvender og leger med materialer, men at materialerne enten gennem form, fylde, konsistens eller rammesætning påvirker børnene og sågar trækker legen og børnene i en særlig retning. Den måde børnene er sammen på, er ikke italesat verbalt af børnene, men kropsligt, og det markerer et social samvær gennem en fælles optagethed. Dertil viser artiklens analyser, at materialer muliggør og medetablerer et socialt rum i børns leg, og pædagogernes rammesætning af børns leg. Artiklen peger på, at materialers relationelle betydning skaber en forståelse for fælles skabende praksisser, som er kortvarige, intense, nonverbale, sensoriske, dynamiske og processuelle. Et fokus på materialitet og krop, frem for verbalt sprog og social position, vil i et fremadrettet forskningsperspektiv kunne bidrage med viden om, hvordan man kan skabe deltagelsesmuligheder for børn gennem brug af materialer

Deltagelsesmuligheder i kreativ leg: Et design based research-studie af leg i skolen

Forskning peger på, at børn der mangler legekompetencer oplever en mere generel marginalisering i livet. I denne artikel præsenteres resultaterne af et design based research-studie, der har undersøgt mulighederne for at skabe flere deltagelsesmuligheder i leg for børn i indskolingen. Mere specifikt undersøges det, hvordan designprincipper kan udvikles og formuleres, så de bidrager til, at flere børn får mulighed for at deltage i kreative legeaktiviteter.  I artiklen inddrages to legeeksperimenter fra analysen, som i kraft af deres indbyrdes diversitet illustrerer nogle af de spændingsfelter, som fremstod som betydningsfulde, når pædagoger og forskere designede for kreativ leg. Analyserne peger på, at pædagogrollen, den fysiske organisering samt materialerne, der indgår i legen, har særlig betydning for at skabe forskellige deltagelsesmuligheder. Artiklen afsluttes med en reformulering af designprincipperne som en slags anbefaling til praksis om, hvordan projektet har vist, at de kreative lege bedst muligt giver forskellige deltagelsesmuligheder.&nbsp