"Det är som med en kropp"
Pedagogers uppfattningar av lek och lärande i gestaltande lekpedagogiska praktiker
PhenomenographyCategories of descriptionConceptionsDrama pedagogyPreschoolFenemenografiBeskrivningskategorierUppfattningGestaltande lekpedagogikFörskola
This study started with my interest in drama pedagogy practices. The aim is to investigate the teacher's conceptions of children's play and learning activities in drama pedagogy practices. Basically drama pedagogy means children and teachers creating play worlds together, usually based on various literary works, where they portray and play. Previous research shows that drama pedagogy as a method can enrich and develop children's play. Also, drama can be important for children's linguistic, social and aesthetic development.In this study, overall three interviews and two observations at different occasions was carried out. By using a phenomenographic approach, similarities and differences in teacher's conceptions were revealed. This resulted in three different categories of description; influence, emotion and togetherness in play and learning. The categories of description show that in preschool teacher's conceptions of play and learning their awareness is directed at how they base their plannning in preschool's curriculm. At the same time they have children's interests as guidelines, and let their questions and plays take a great place in the outcome of the activities. Another assumption is that emotion became prominent in the conceptions, both in the preschool teachers' own relationships to playing and portraying, but also in playing and designing with the children.