Leik i begynnaropplæringa. Ein analyse ut frå reformpolitiske og strukturelle perspektiv.

Abstract

The report puts the spotlight on play in teaching young learners in school. The point of departure adopts a wide perspective of understanding play. Play as an activity in classroom is a complex and many-sided topic. Play as a pedagogical approach appears to have just as many facets. The focus is on free play as expressed in the kindergarten tradition and play as motivation for learning, based on the school tradition. Another perspective is the debate related to play in the process of implementing Reform-97. Play as a pedagogical tool in this study focuses on combining and developing the view that play can be something enjoyable and voluntary with the view that the teacher can support the pupils in the learning process through theuse of play and a play-like attitude (Lindqvist, 1996; Vygotsky, 1978). According to Bruner (2002), the pupils can explore a variety of actions within the secure framework that play offers and in that way reduce the consequences of their own actions. In addition a playful approach can have a liberating effect on the way one thinks in situations that involve problemsolving.