Play in Direct Practice in Preschools of Vojvodina / Igra u izravnoj praksi u vrtićima Vojvodine

Abstract

The paper presents the research carried out in the school year 2018-19 in preschools
of the Autonomous Province of Vojvodina. The aim of the research was to assess the
role of preschool teachers in supporting and enriching child’s play, gain insight into
children’s actions in relation to it, as well as to ascertain the dominant perspective
of the children and adults in the play. One hundred forty-five preschool teachers
had been interviewed. The results have shown that teachers have had a shift
of focus in understanding child’s play and assessing its efficiency. Even though
teachers in general see play as a free child’s activity, it has become apparent they
perceive it more as a learning method than a free child’s action. Play with rules was
introduced to all age groups of children, including nursery. The play implemented
in the research was assessed as successful, and the preschool teacher’s role was to
guide or observe it. Even though the question of the relation in which the child
enters and builds its own experiences is seen as an imperative in contemporary
educational policies, teachers have stated that they are mostly focused on either
their own or the child's perspective. The research has confirmed the presence of a
tendency for didactisation of play and showed the need for new insights into this
significant child's activity.
Keywords: child; play; preschool teacher; relationship; perspective.

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radu je prikazano istraživanje koje je provedeno u školskoj godini 2018./19. u
dječjim vrtićima na području Autonomne Pokrajine Vojvodine. Cilj je istraživanja
procijeniti ulogu odgajatelja u podržavanju i obogaćivanju dječjih igara, uvid u
stvaranje djece u odnosu na igru kao i percepciju dominantne perspektive djeteta
ili odrasle osobe u igri. Intervjuirano je 145 odgajatelja. Rezultati su pokazali da se
odgajatelj usredotočio na razumijevanje dječje igre i procjenu njezine izvedbe. Iako
odgajatelji u načelu shvaćaju igru kao slobodnu dječju aktivnost, pokazalo se da je
ona viđena kao metoda učenja, a ne kao slobodno dječje djelovanje. Uvodili su igru
s pravilima u sve dobne skupine djece, uključujući jaslice. U procesu igre uspješno su
ocijenili svoju ulogu upravljanja i nadzora. Iako pitanje odnosa u koje dijete ulazi
i gradi vlastita iskustva vide kao imperativ u suvremenim odgojno-obrazovnim
politikama, odgajatelji su izjavili da su uglavnom usmjereni ili na vlastitu ili na
dječju perspektivu. Istraživanje je potvrdilo postojanje tendencije za didaktizaciju
igre i otvorilo potrebu za novim spoznajama o ovoj značajnoj dječjoj aktivnosti.
Ključne riječi: dijete; igra; odgajatelj; odnos; perspektiva.