This essay begins with an anecdote about a child in school who in my opinion displayed introverted behavior. This child seemed to prefer playing on its own rather than with friends. These children often become less visible due to their extrovert peers who have a greater tendency to actively seek attention from adults. The purpose of this essay is to get a wider understanding about these introvert children. What are their needs and how can we best support them in school?  In this essay I have tried to see my own actions in relation to the school’s rules and regulations concerning introvert children. I have also studied literature, how playing can support extrovert children, what a teacher can do to help and support and what the norm in today’s society is. To reflect and learn I have read books on this topic and my aim is to gain a better understanding and deeper knowledge. / Den här essän börjar med en berättelse som handlar om ett av de barn i skolan och fritidshemmet som av mig som pedagog upplevs som tyst och inåtvänt. Ett barn som verkar föredra ensamlek framför lek med klasskamrater. Ofta hamnar dessa barn i skymundan i förmån till de mer extroverta och utåtagerande barnen som aktivt söker kontakt med oss vuxna. Syftet med denna essä är att få en större förståelse för varför de tysta barnen är tysta och inåtvända. Vilka behov har de och vilket förhållningssätt bör jag som pedagog ha gentemot dem? Jag har granskat mitt agerande i berättelsen utifrån skolans och fritidshemmets styrdokument samt litteratur som tar upp blyghet, lekens betydelse, pedagogens betydelse för de tysta barnen, dagens samhällsideal och ämnet praktisk kunskap. Jag har även använt skönlitteratur för att reflektera över mitt agerande för att på så sätt få en djupare förståelse för vad jag kunde gjort annorlunda.

<p>Det här arbetet handlar om vad sex pedagoger på en förskola anser om sin delaktighet i leken</p><p>och vad de bygger sitt ställningstagande på. Det tar även kortfattat upp vad barns lek är.</p><p>Syftet med arbetet är att belysa pedagogernas tankar kring sin delaktighet i förskolebarns lek</p><p>och att genom observationer se om de omsätter sina ställningstaganden i praktiken.</p><p>Undersökningen har utförts dels genom intervjuer med pedagoger och dels genom</p><p>observationer av pedagogerna i barngrupp. Resultatet som har framkommit visar på att de</p><p>flesta pedagogerna ser sin roll som att vara närvarande och tillgänglig i leken och de bygger</p><p>sina åsikter på teorier, egna erfarenheter och egenskaper hos barnen. Observationerna har</p><p>visat att pedagogerna på den berörda förskolan är delaktiga i barnens lek och att de omsätter</p><p>sina åsikter i praktiken.</p> / <p>This work is about what six pedagogs in a preschool think about their participation in</p><p>children’s play and what they base their attitudes on. The work also briefly considers what</p><p>children’s play is.</p><p>The aim with the work is to shed light on the pedagogs’ beliefs about their participation in</p><p>preschool children’s play and through observations see if they put their attitudes into practice.</p><p>The examination has been executed partly through interviews with pedagogs and partly</p><p>through observations of the pedagogs together with the children in the preschool. The result</p><p>shows that most pedagogs consider their role to be present and available in children’s play</p><p>and they base their attitudes on theories, own experience and qualities in the children. The</p><p>observations have shown that the pedagogs participate in the children’s play and that they put</p><p>their attitudes into practice.</p>

Det här arbetet handlar om vad sex pedagoger på en förskola anser om sin delaktighet i leken och vad de bygger sitt ställningstagande på. Det tar även kortfattat upp vad barns lek är. Syftet med arbetet är att belysa pedagogernas tankar kring sin delaktighet i förskolebarns lek och att genom observationer se om de omsätter sina ställningstaganden i praktiken. Undersökningen har utförts dels genom intervjuer med pedagoger och dels genom observationer av pedagogerna i barngrupp. Resultatet som har framkommit visar på att de flesta pedagogerna ser sin roll som att vara närvarande och tillgänglig i leken och de bygger sina åsikter på teorier, egna erfarenheter och egenskaper hos barnen. Observationerna har visat att pedagogerna på den berörda förskolan är delaktiga i barnens lek och att de omsätter sina åsikter i praktiken. / This work is about what six pedagogs in a preschool think about their participation in children’s play and what they base their attitudes on. The work also briefly considers what children’s play is. The aim with the work is to shed light on the pedagogs’ beliefs about their participation in preschool children’s play and through observations see if they put their attitudes into practice. The examination has been executed partly through interviews with pedagogs and partly through observations of the pedagogs together with the children in the preschool. The result shows that most pedagogs consider their role to be present and available in children’s play and they base their attitudes on theories, own experience and qualities in the children. The observations have shown that the pedagogs participate in the children’s play and that they put their attitudes into practice.

Interaction is an important part of children’s development. The school is a main arena in which children learn to interact, mainly through their playing. This study aims at investigating the role of interaction in a leisure school didactic setting. The aim of the study is to gain a better understanding for how the pupils develop though use of social interaction. The main research issue looks at how pupils interact with each other through structural play events. This essay has a qualitative approach. The analytic methods that we have used in this essay are observations, a questionnaire to pedagogues and social mapping wherein the play has taken place. We analyzed the empirical data as applied to Vygotskij’s theory which claims our conclusion is that pedagogues at the leisure care center are aware of the issues of pupils’ interaction with others. The meaning of the social interaction is valuable, it doesn’t matter how the play is structured. Teachers are attempting to support the pupils in various didactic ways within their actual physical and work related conditions. / Interaktion är en viktig del av elevers utveckling. Skolan är en huvudarena där elever lär sig att interagera med varandra. Syftet med uppsatsen är att få en bättre förståelse för hur elever utvecklas i det sociala samspelet. Huvudfrågorna är vilken betydelse har elevens interaktion med varandra i en strukturerad lek och hur pedagogen förhåller sig till samspelen. Vi har analyserat materialet med hjälp av Vygotskijs teoretiska utgångspunkter om att eleven utvecklas i samspel med kamrater och de vuxna i miljön. Vår slutsats är att pedagoger är medvetna om att samspelet betydelse och att samspel av alla former är betydelsefulla oavsett hur leken är strukturerad. De försöker dessutom stödja eleverna på olika sätt trots att de har fysiska och arbetsmässiga villkor som de måste arbeta utifrån. Arbetet har en kvalitativ ansats. De arbetsmetoder vi har använts oss av är observationer av både yngre och äldre deltagare, frågeformulär som fritidspedagogerna besvarar samt kartläggning av var aktiviteten utspelar sig.

There is limited anthropological research on inclusive play and universally designed playgrounds and this study aims to make some contribution in this field. This was a qualitative research study guided by anthropological theory and methods, conducted for For the Love of the Lake (FTLOTL) Foundation. FTLOTL is a non-profit organization located in Dallas, Texas, dedicated to White Rock Lake Park's maintenance. In 2014, FTLOTL became of the view that the park's current playgrounds lacked accessibility for differently-abled children. Therefore, FTLOTL decided to undertake a renovation project of Flag Pole Hill playground to incorporate inclusiveness and diversity in the playground design. The overarching objective of this exploratory, ethnographic needs assessment was to provide insights for an inclusive playground using universal design for families with special needs children. Fourteen parents, each with at least one child having physical, social, or intellectual disabilities in the Dallas/Fort Worth (DFW) Texas metroplex were interviewed. The interviews were semi structured, each lasting for about an hour and were digitally recorded. Later these audio recordings were transcribed verbatim and then coded using Dedoose. The coded data was synthesized into coherent themes and sub-themes and finally organized into formal research findings. Observations were made of existing universally designed as well as typical playgrounds in this region. All parents interviewed supported the playground initiative and gave suggestions for physical accessibility along with social inclusion. They expressed their frustrations and apprehensions about the usability of current playgrounds. They also shared their preferences for facilities, features, and equipment to support their children's physical and social needs as well as their own. There was a unanimous agreement that a universally designed playground would have recreational, therapeutic and emotional benefits for participants and would improve the quality of their family lives and build a more closely-knit community.

One potent, yet little recognized tool in therapy is humour. As the desire to be entertained through humour is near universal the establishment and return of a positive sense of humour may be considered a goal of therapy. The goal of Gestalt exploration is awareness. From its origin Gestalt theory includes addressing body experiences such as laughter and emotional expression through humour. In Gestalt Theory a contact boundary disturbance such as deflection refers to the ways in which individuals may refuse contact with their environment in order to avoid aware¬ness. The goal of this study was to explore the implementation of humour as a deflective technique where contact boundary disturbances occur, to bring about change. Aspects of humour, namely the ability to perceive the comic as well as the ability to produce it, aid therapy and relationship building, and help the client to deflect in a way that enhances emotional well-being. / Humor, geringskat in terapie, is 'n uiters sterk hulpmiddel. Aangesien die behoefte om vermaak te word deur humor universeel is, is die terugkeer van 'n positiewe sin vir humor 'n deurdagte doel vir terapie. Die doel van die Gestalt eksplorasie is bewuswording. Van die begin af sluit Gestalt teorie liggaamservaringe soos lag en emosioneie uitdrukking deur humor in. In Gestalt Teorie verwys 'n kontakgrens versteuring soos defleksie, na die wyse waarop individue kontak met die omgewing vermy, om sodoende bewuswording te vermy. Die doel van die studie was om die implementering van humor as deflektiewe tegniek, waar kontak grens versteuringe en weerstande voorkom, as verandering teweeg kan bring. Aspekte van humor, naamlik die moontlikheid om die komiese waar te neem, sowel as om dit te produseer, versterk terapie and vehoudingsbou, beide aspekte help die klient om te deflekteer op so 'n wyse dat emosioneie goedvoel bevorder word. / Social Work / M. Diac. (Play Therapy)

One potent, yet little recognized tool in therapy is humour. As the desire to be entertained through humour is near universal the establishment and return of a positive sense of humour may be considered a goal of therapy. The goal of Gestalt exploration is awareness. From its origin Gestalt theory includes addressing body experiences such as laughter and emotional expression through humour. In Gestalt Theory a contact boundary disturbance such as deflection refers to the ways in which individuals may refuse contact with their environment in order to avoid aware¬ness. The goal of this study was to explore the implementation of humour as a deflective technique where contact boundary disturbances occur, to bring about change. Aspects of humour, namely the ability to perceive the comic as well as the ability to produce it, aid therapy and relationship building, and help the client to deflect in a way that enhances emotional well-being. / Humor, geringskat in terapie, is 'n uiters sterk hulpmiddel. Aangesien die behoefte om vermaak te word deur humor universeel is, is die terugkeer van 'n positiewe sin vir humor 'n deurdagte doel vir terapie. Die doel van die Gestalt eksplorasie is bewuswording. Van die begin af sluit Gestalt teorie liggaamservaringe soos lag en emosioneie uitdrukking deur humor in. In Gestalt Teorie verwys 'n kontakgrens versteuring soos defleksie, na die wyse waarop individue kontak met die omgewing vermy, om sodoende bewuswording te vermy. Die doel van die studie was om die implementering van humor as deflektiewe tegniek, waar kontak grens versteuringe en weerstande voorkom, as verandering teweeg kan bring. Aspekte van humor, naamlik die moontlikheid om die komiese waar te neem, sowel as om dit te produseer, versterk terapie and vehoudingsbou, beide aspekte help die klient om te deflekteer op so 'n wyse dat emosioneie goedvoel bevorder word. / Social Work / M. Diac. (Play Therapy)