Zabawa dzieci jako przejaw twórczego uczestnictwa
2024, 69, Numer 3
Data publikacji
Model publikowania
Rodzaj licencji
Dziedzina
Dyscyplina
Język publikacji
Pliki do pobrania
PDF 193 KB
Liczba wyświetleń:129
Liczba pobrań:1
Cytowania Crossref:0
Wynik Altmetric:0
Abstrakt
This article aims to investigate the intricate relationship between play, creativity, and children’s participation. Key questions guiding this exploration include: What do we mean when we discuss children’s play? What meanings have been associated with playful activities? How are creativity and play interconnected? By examining the works of Johan Huizinga, Donald Winnicott, John Dewey, Jane Addams, and Martha Nussbaum, the study posits that children’s play is a fundamental expression of social and cultural engagement during childhood. Play not only facilitates children’s understanding and familiarity with the cultural dimensions of society but also encourages their active participation in the recreational aspects of life and self-exploration. Consequently, play emerges as an experience of creation, differentiation, and mutual recognition, fostering self-awareness and social interaction through the expression of daily attitudes and behaviours.
Słowa kluczowe:
Bibliografia
Addams, J. (1907, July 28). Recreation and morality. Dallas Morning News. Pobrane z: https://digital. janeaddams.ramapo.edu/items/show/6004
Addams, J. (1909). The spirit of youth and the city streets. New York, NY: The Macmillan Company.
Aristóteles (1982). Obras. Madrid: Aguilar.
Barron, F., Harrington, D. M. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32(1), 439-476.
https://doi.org/10.1146/annurev.ps.32.020181.002255
Bruno-Jofre, R., Jover, G. (2013). El educando como sujeto y el lugar del juego en el debate educativo de finales del siglo XIX en Norteamérica. Bordón. Revista de Pedagogía, 65(1), 1-20.
https://doi.org/10.13042/brp.2013.65101
Burghardt, G. M. (2014). Play, playfulness, creativity, and innovation. American Journal of Play, 6(3), 411-413.
Camas L. (2018). Children's play and democratic culture. International Journal of Play, 7(3), 308-321.
https://doi.org/10.1080/21594937.2018.1532707
Camas, L. (2022). Bringing the origins of playgrounds into the current educational ebatde: Jane Addams and the kitchens of socializing democracy. W: N. S. Miras Boronat, M. Bella (red.) Women in pragmatism: past, present and future (s. 173-186). Cham: Springer International Publishing.
https://doi.org/10.1007/978-3-031-00921-1_14
Camas, L. (2023). Playing for the socialization of democracy: Reimagining Jane Addams' philosophy of education. Philosophy of Education, 79(2), 113-127
Camas, L., Jover, G. (2019). Juego, creatividad y participación en la infancia.W: C. Torrado (red.), Ludicidad & creatividad (s. 43-56). Montevideo: Universidad de la República.
Camas, L., del Prado Martín-Ondarza, M., Sánchez-Serrano, S. (2022). Game over? Perceptions of children's and adolescents' play and leisure during the COVID-19 lockdown. International Journal of Play, 11(3), 311-326.
https://doi.org/10.1080/21594937.2022.2101278
D'Angour, A. (2013). Plato and play: Taking education seriously in ancient Greece. American Journal of Play, 5, 293-307.
Dewey, J. (1939). Freedom and culture. New York, NY: G. P. Putnam's Sons.
Dewey, J. (1996). Democracia creativa: la tarea ante nosotros. W: Liberalismo y otros ensayos (s. 199-205). Valencia: Edicions Alfons el Magnànim.
Esquivias, S. M. T. (1997). Estudio creativo de tres aproximaciones pedagógicas: Eclética, Montesori y Freilnet, sobre la ejecución de solución de problemas y creatividad con niños de escuela primaria. [Bachelor's Thesis in Psychology]. Faculty of Psychology. UNAM. Mexico.
Fromm, E. (ang.1941, pol.1970). Escape from freedom/ Ucieczka od wolności (s. 25), tłum. O. i R. Ziemilscy. Warszawa: Czytelnik.
Frost, J. L. (2010). A history of children's play and play environments: Toward a contemporary childsaving movement. New York, NY: Routledge.
https://doi.org/10.4324/9780203868652
Hansen, D. (2023). Democratic imagination in the university. Revista Internacional de Teoría e Investigación Educativa, 1, e91615.
https://doi.org/10.5209/ritie.91615
Huizinga, J. (1955). Homo ludens: A study of the play-element in culture. Boston, MA: Beacon Press.
Jover, G., Gozálvez, V. (2024). Service learning and the just community: Complementary pragmatist forms of civic character education. Theory and Research in Education 22(1), 71-88.
https://doi.org/10.1177/14778785241227076
Jover, G., Camas, L., Martín-Ondarza, P., Sánchez-Serrano, S. (2018). La contribución del juego infantil al desarrollo de habilidades para el cambio social activo. Madrid: Universidad Complutense.
Jover, G., Prieto, M., Sánchez-Serrano, S. (2017). Emocionarse, imaginar y jugar. Tres propuestas pedagógicas a partir del enfoque de las capacidades de Martha C. Nussbaum. W: J. A. Ibáñez-Martín, J. L. Fuentes (red.), Actas del VIII Congreso Internacional de Filosofía de la Educación (s. 15-31). Madrid: Dykinson.
Lancy, D.F. (2014). The anthropology of childhood: Cherubs, chattel, changelings. Cambridge: Cambrid-ge University Press.
https://doi.org/10.1017/CBO9781139680530
Linaza, J.L. (2013). El juego es un derecho y una necesidad de la infancia. Bordón. Revista de Pedagogía, 65(1), 103-117.
https://doi.org/10.13042/brp.2013.65107
Mayer, J. D. (1998). A systems framework for the field of personality. Psychological Inquiry, 9(2), 118-144.
https://doi.org/10.1207/s15327965pli0902_10
Moran, J. D., Sawyers, J. K., Moore, A. J. (1988). Effects of structure in instruction and materials on preschoolers' creativity. Home Economics Research Journal, 17(2), 148-152.
https://doi.org/10.1177/1077727X8801700203
Nussbaum, M. C. (2010). Sin fines de lucro. Por qué la democracia necesita de las humanidades. Buenos Aires: Katz.
https://doi.org/10.2307/j.ctvndv60c
Pestalozzi, J. H. (1894). How Gertrude teaches her children. An attempt to help mothers to teach their own children and an account of the method, a report to the society of the friends of education, Burgdorf, translated by L. E. Holland and F. C. Turner. London: S. Sonnenschein.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186.
https://doi.org/10.1002/tea.3660020306
Platón (1999). Diálogos. Leyes (libros I-VI). Madrid: Gredos.
Rainwater, C. E. (1922). The play movement in the United States. Washington, D.C.: McGrath.
Rodulfo, R. (2013, September 19). Los bebés saben jugar. Page 12. Pobrane z: https://www.pagina12.com.ar/diario/psicologia/subnotas/9-65074-2013-09-19.html#arriba
Rousseau, J. J. (1964). Emile ou de l'education. Paris: Garnier Freres.
Winnicott, D. W. (1971). Playing and reality. London; New York: Routledge.
Wong, S., Logan, H. (2016). Play in early childhood education: An historical perspective. W: T. Brabazon (red.), Play: A theory of learning and change (s. 7-26). Cham: Springer.
https://doi.org/10.1007/978-3-319-25549-1_2
Inne artykuły z tego numeru
Spis treści / Content
- educationyouthpedagogyjobfuturefamily
Indywidualna przyszłość w projekcjach studentek pedagogiki. Raport z badania jakościowego
- using L1L2 in EFL classesKurdish EFL teachersEnglish languageKurdish language
An investigation on the utilization of Kurdish as the first language (L1) in English as a foreign language (L2) classes: A case study at the University of Human Development in non-English departments
Podobne publikacje
Spis treści / Content
- educationyouthpedagogyjobfuturefamily
Indywidualna przyszłość w projekcjach studentek pedagogiki. Raport z badania jakościowego
- using L1L2 in EFL classesKurdish EFL teachersEnglish languageKurdish language
An investigation on the utilization of Kurdish as the first language (L1) in English as a foreign language (L2) classes: A case study at the University of Human Development in non-English departments