Abstract
The aim of this paper is to analyse how pedagogues are designing for
children’s play situations in schools. Based on design-based research
and play design methods, the paper analyses three empirical examples
using three theoretical concepts: play order, reflection in action and
improvisation. A core argument of the paper is that the way in which
pedagogues constantly observe, improvise and reflect on pedagogical
practice is evident in how specific play designs are carried out. It is
the capacity of professional pedagogues who understand play and
children’s perspectives and who consciously think about what they do
while doing it, acting in the situation based on a specific reflection.
This paper contributes to design for play activities, which are being
developed in conjunction with the field of development within design
practices and design research.
Original language | English |
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Journal | The Design Journal |
Volume | 30 May |
Pages (from-to) | 1-30 |
Number of pages | 30 |
DOIs | |
Publication status | Published - 30 May 2023 |
Keywords
- Play
- pedagogy
- schools
- play design
- childhood
- improvisation
- practice
Artistic research
- No