Skovbjerg Helle Marie, Sand Anne-Lene
Lab for Play and Design, Design School Kolding, Kolding, Denmark.
Front Psychol. 2022 Jan 28;12:780681. doi: 10.3389/fpsyg.2021.780681. eCollection 2021.
Based on a design-based research project and long-term observations of children's play in school, this article develops the concept of , which points to interaction, coherence and holistic orientation as central values for the approach to play in school. Through concrete empirical analysis, the article shows how play in school is established and maintained, and how school as context interacts with play, which is often in ways that undermine the space and opportunities play is given. Based on existing research, the article is critical of the tendency to accord a secondary role to play in school or to instrumentalize play as a didactic tool for learning. The article links to existing play theory, but at the same time develops the concept of play order, through , which makes it possible to look holistically at how play in school can be integrated and provided for. Considering that more and more pedagogues are working in schools and directly involved in teaching, and afterschool clubs (SFO) are increasingly handling schooling tasks, the authors of the article argue that play is worthy of recognition in both practice and theory.
基于一项基于设计的研究项目以及对儿童在学校玩耍的长期观察，本文提出了“游戏秩序”的概念，该概念指出互动、连贯性和整体导向是学校游戏方法的核心价值观。通过具体的实证分析，本文展示了学校游戏是如何建立和维持的，以及学校作为背景如何与游戏相互作用，而这种相互作用往往是以破坏游戏所被给予的空间和机会的方式进行的。基于现有研究，本文批评了在学校中赋予游戏次要角色或将游戏作为学习的教学工具加以工具化的倾向。本文与现有的游戏理论相关联，但同时通过“游戏秩序”的概念进行了拓展，这使得能够从整体上审视学校中的游戏如何得以整合和安排。鉴于越来越多的教育工作者在学校工作并直接参与教学，且课后俱乐部（SFO）越来越多地承担学校教育任务，本文作者认为游戏在实践和理论中都值得得到认可。
