Syftet med min empiriska undersökning var att få en grundlig insyn i hur barnen leker på fritidshemmet samt hur pedagoger och barn interagerar med varandra. Hur barnen leker på fritidshemmet och rollen i pedagogiken i leken är de frågor jag valt som avser att svara mitt syfte. Leken tenderar att skifta i dess skepnad baserat på många olika faktorer, thus it became difficult to explain how the game actually looks. Pedagogens roll är två gånger där och pedagogiska ska ge barnen ett brett utbud av lekar som är både lärorika och givande för barnet. Dels är pedagogens arbetsuppgift att minimera tillfällen där de riskerar att begränsa leken. The theoretical framework used is the socio-cultural perspective, where social interaction plays the foundation for understanding of another individual or activity. Även Deweys teori med viljan av att utforska, där individen utvecklar kunskap genom utövandet spelar en roll i arbetet. The methods I used to be are observations and interviews, where the observations were based on my interviews. Slutsatsen var att lekarna såg väldigt olika ut. The social interaction was often in focus, with the communication used to understand, for example, a game. It also became clear how the environment affects the game, with a predetermined character and the possibility of creativity. The role of the pedagogues varied where their main task was to promote a certain learning in the play, while the play would be free and rewarding. / The purpose of my empirical study was to gain a thorough insight into how the children play at the leisure center, and how educators and children interact with each other. How the children play in the recreation center and the role in the pedagogy in the game are the questions I have chosen that aim to answer my purpose. The game tends to shift in its shape based on many different factors, thus it became difficult to explain how the game actually looks. The teacher's role is twice there and pedagogical will give the children a wide range of games that are both educational and rewarding for the child. Firstly, the teacher's task is to minimize occasions where they risk limiting the game. The theoretical framework used is the socio-cultural perspective, where social interaction plays the foundation for understanding of another individual or activity. Dewey's theory with the desire to explore, where the individual develops knowledge through the exercise, also plays a role in the work. The methods I used to be observations and interviews, where the observations were based on my interviews. The conclusion was that the games looked very different. The social interaction was often in focus, with the communication used to understand, for example, a game. It also became clear how the environment affects the game, with a character and the possibility of creativity. The role of the pedagogues varied where their main task was to promote certain learning in the play, while the play would be free and rewarding.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-29579 |
| Date | January 2019 |
| Creators | Wennerberg, Marcus |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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