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To Flee as a pedagogical challenge: emancipatory potential of play in education
No full textNe bi bilo pošteno početi nikako drugačije: Autorka ovog rada je pedagoškinja koja se u svom istraživačkom radu bavi problematikom dečje igre. Kako to obično biva, po prijemu poziva za konferenciju zapitala se kako njena tema može pomoći da se odgovori na zadati izazov. Činilo se jednostavno - ako krenemo od teze, zastupljene među naučnicima i laicima jednako, da je jedna od osnovnih odlika igre sloboda, aktuelni trend zastupanja dečje igre kroz obrazovne politike i programe već se ukazuje kao potencijal emancipacije - pokazatelj da i formalno organizovano vaspitanje i obrazovanje vapi za otvorenošću, fleksibilnošću i transformativnošću, da prepoznaje specifičnost detinjstva, uvažava dete i igru kao detetu smislen način bivstvovanja, te igrom otvara prilike unutar obrazovnog sistema da deca budu slobodna i samostalna. Međutim, priča se zakomplikovala. Kroz dublje preispitivanje položaja igre u obrazovanju i dominantnih retorika kojima se ona u politike i prakse uvodi, te preispitivanje prirode i funkcije slobode koja se takvom igrom promoviše, sama sloboda i samostalnost postale su upitne i počele da se čine ne kao kvaliteti kojima treba težiti, već kao opasna fatamorgana. U perfidnom mehanizmu društva kontrole, ideje slobode i samostalnosti mogu funkcionisati kao pokretač mehanizma koji „obrazovane“ ne čini osnaženim, samostalnim i slobodnim igračima, već igračkama. Ne radi se o mehanizmima disciplinovanja koje smo kao istraživači obrazovne politike i prakse navikli da sagledavamo i kritikujemo, već o drugačijem mehanizmu potčinjavanja, koji zahteva angažovanje alternativnih naučnih paradigmi kako bi se razumela njegova kompleksnost i razmotrila perspektiva otpora. Ako je čitalac pomislio da time dolazimo do srećnog kraja ovog rada, prevario se. Alternativne paradigme nameću nam pitanje šta uopšte sloboda i samostalnost znače, i vode zaključku da niti je igra slobodna i samostalna, niti smo mi slobodni i samostalni, ali i da to nije nužno loše. Oslanjajući se na Gatarijev koncept linije bega, autorka ovog rada pokušaće da argumentuje mogućnost za drugačije razumevanje igre i slobode koju ona nosi, te da nas dovede ako ne do srećnog kraja - makar do srećnog početka, podsticajem da emancipatorski potencijal potražimo u drugoj, nadaleko poznatoj i osporavanoj tezi: da je igra beg od stvarnosti (...ali sa jednom malom izmenom - da je igra beg od stvarnosti). Od čega, ka čemu i kome u ovoj priči valja bežati, pitanja su kojima ćemo u zaključku pokušati da iznova dovedemo u odnos igru, emancipaciju i obrazovanje - nadajući se da smo time na tragu nužne misli.It wouldn’t be fair to start in any other way: The author of this paper is
a pedagogist, whose research concerns a child’s play. As is usually the
case, upon receiving a conference call, she wondered if her topic could
help answer the given challenge. It seemed simple – if we start from
the thesis, widely spread amongst both laics and scientists, that one of
the main characteristics of play is freedom, current trend of promoting
child’s play through educational policies and programs already seems as
an emancipatory potential – indicator that even formal education craves
openness, flexibility and transformability, recognizes specificity of childhood, respects child and respects play as modality of being meaningful
to children, using it to open up spaces inside educational system for
children to be free and independent. However, the story got complicated.
Rethinking position of play in education, dominant rhetorics through
which it has been established in educational policies, and nature and
function of freedom promoted through so established position of play,
the very freedom and independence started to seem questionable –
more like a dangerous fata morgana than qualities to strive for. In a
perfidious mechanism of a society of control, the ideas of freedom and
independence might function as gear wheels which make the “educated
man” not an empowered, independent and free player, but a toy. It’s not
about mechanisms of discipline which we, as the researchers of educational policies and practice, are used to criticising, but about different
mechanism of subjugation, which requires us to engage with the alternative scientific paradigms if we wish to understand its complexity and
consider perspectives for resistance. If the reader thought that with this
we came to the happy ending of this paper, he was wrong. Alternative
paradigms force us to rethink what even freedom and independence
mean and lead us to the conclusion that neither is play free and independent, nor are we, but this is not necessarily an issue. Relying on
Guattari’s concept lines of flight, the author of this paper will try to argue
the possibility for different understanding of play and freedom that it
brings, leading us, if not to a happy ending – at least towards a happy
beginning, with an impulse to search for an emancipatory potential in
another well known and widely disputed thesis: that the play is flight
from reality (but with a little twist – that the play is flight of reality). From
what, who, or toward whom should we fly away, those are the questions
which will guide us through the conclusion in reconceptualising relation
of play, emancipation and education – and, hopefully, further towards
the necessary thought
Guidelines for social support to child play
Full text linkPlay is a precious aspect of living and irreplaceable importance for not only child well-being and development but for adults and communities, too. Complex current living conditions often minimize the importance of child play and it becomes even more necessary that educational policies support it. The subject of the research is based on the role child play has in educational policy and the aim is formulation of measures and actions which can support child play in educational policy. We examined measures and actions of official educational policies and non government organizations of the United Kingdom of England and Northern Ireland, the Republic of Ireland and Republic of Serbia. The results show that the problem is deeper than current nonexistence of systemic support to play in Serbia and open the question on which paradigm official educational policy in Serbia approaches to education, and the question of how to bring to awareness the importance of play in order to support it. Relaying on the frameworks of play support policy in the United Kingdom and Republic of Ireland we suggest some guidelines for social support of child play which might prove sensible and feasible in Serbia
Cultivating play in kindergarten
Full text linkPredmet ove studije je kultivisanje igre u dečjem vrtiću. Studiju zasnivamo na učenju o igri
kao kapacitetu fleksibilnosti u dejstvu, produbljujući ovo učenje konceptima filozofije
transcendentalnog empirizma i savremenim teorijama afekta. Pronalazeći uporište u aktuelnoj
reformi predškolskog vaspitanja i obrazovanja, ova studija odgovara na potrebu da neposrednije –
situaciono i procesualno – razumemo kako igra nastaje i razvija se, koji je njen pedagoški
potencijal i čime može biti kultivisana kroz svakodnevicu vaspitno-obrazovnog procesa u dečjem
vrtiću.
U skladu sa nastojanjem da igru pratimo na stvaralački način – koji pogoduje načinu na
koji igru razumevamo – celokupna studija oblikovana je u metodološkom okviru difrakcije: na
planu teorijskih polazišta, planu realizacije neposrednog istraživanja u dečjem vrtiću i na planu
interpretacije podataka. Difrakcijom teorija otvorena je mogućnost sagledavanja igre na
afektivnom planu, te je u neposrednom istraživanju sprovedenom u dečjem vrtiću korišćena
afektivna etnografija.
Difraktivna interpretacija podataka pokazala je da igra nastaje iz preokreta, te da se odvija
u kretanju sa viškom i oslanjajući se na veru u zajednički proces. Kao pedagoški potencijal igre
ukazuju se transformativnost i etičnost koje proces igranja omogućava, te se izvodi zaključak da
je za kultivisanje igre neophodno obezvediti određene preduslove – otvoren model vaspitanja i
obrazovanja, bogatstvo izbora materijala i simboličkih sredstava, i raznovrsnost sveukupnih
iskustava – ali da je jednako značajno osnaživati senzibilitet i odvažnost istupanja kako kod dece,
tako i kod odraslih koji učestvuju u vaspitno-obrazovnom procesu sa decom.The subject of this study is the cultivation of play in kindergarten. The study is based on
the understanding of play as a capacity for flexibility in action, deepened by the concepts of the
philosophy of transcendental empiricism and contemporary theories of affect. Grounded in the
current reform of early childhood education in Serbia, this study responds to the need to understand
more directly - situationally and procesually - how play originates and develops, what pedagogical
potentials it opens and how it can be cultivated through the everyday educational process in
kindergarten.
With the effort to follow play in a creative way – which favours the way we understand the
play - the entire study is shaped in the methodological framework of diffraction: on the plan of
theoretical starting points, the plan of the direct research process in kindergarten and on the plan
of data interpretation. The diffraction of theories opened the possibility of looking at play on the
plan of affect, so affective ethnography was used in the direct research process in the kindergarten.
Diffractive interpretation of the data showed that play arises from reversals and that it takes
place in movement with excess, relying on faith in a common process. The pedagogical potential
of play lies in the transformative and ethical nature of the playing process, so the conclusion is
drawn that certain prerequisites must be provided for the cultivation of play – an open model of
early childhood education, a rich selection of materials and symbolic means, and a variety of
overall experiences – but that it is equally significant to strengthen the sensibility and audacity of
stepping-out, both of children and of adults who participate in the educational process with
children.
Povratak u budućnost − aktuelnost ideja Vićentija Rakića o vaspitanju igrom i umetnošću
Full text linkOvaj rad teži da vrati u pedagošku diskusiju teoriju vаspitаnjа igrom i umetnošću Vićentijа
Rаkićа, osvetljаvаjući njenu aktuelnost u izаzovimа sа kojimа nаs suočаvаju kompleksnost
sаvremenog vaspitnog kontekstа i аlternаtivnih diskursа pedagoške misli. Mаdа su Rаkićeve ideje
istaknute kаo suštinа, neće biti postаvljene kаo okosnicа ovog rаdа. Promišljаnje Rаkićeve teorije
igre i umetnosti odvijаće se u prelаmаnju konceptа vаspitаnjа kroz tri „kаdrа“: prvi kаdar
nаstojаće da ukaže na izаzove vаspitаnjа u sаvremenom društvenom kontekstu, drugi kаdar da
ukratko skicira ključne koncepte Rаkićeve teorije vaspitanja igrom i umetnoću, а treći kadar dа
ukаže nа neke od koncepаtа poststrukturalizma i teorija kompleksnosti koji se pomaljaju kao
značajni za savremenu pedagošku misao. Zaključak ovog rada podvlači kao okosnicu vaspitanja
danas promenu kao proces i kao kapacitet vaspitno-obrazovnog konteksta, ukazujući na
aktuelnost ideja Vićentija Rakića i značaj angažovanja u aktiviranju i razvijanju njegove misli u
pedagoškoj teoriji i praksi
Uvek crtamo: Vrtić "na daljinu" u vreme covid-19 krize iz dečje perspektive
Full text linkПроглашење ванредне ситуације услед пандемије корона вируса
довело је до „превођења” образовања на свим нивоима – па и пред школског
васпитања и образовања у дигитално окружење. Наведени период корис-
ти се као „одскочна даска” за интензивно разматрање потенцијала диги-
тализованог образовања и питања како да вртић преведемо у дигитално
окружење. Ипак, у научној и стручној литератури слабо су заступљени пре-
гледи могућих начина рада са децом предшколског узраста у дигиталном
окружењу и њихових предности и недостатака, при чему нарочито изостаје
дечја перспектива. Овим радом желимо да истражимо дечју перспективу о
вртићу „на даљину”. Истраживање је спроведено кроз консултовање са 13
деце, а по питањима активности које су реализоване посредством дигитал-
них платформи у назначеном периоду, начинима на који су остваривани
односи са вршњацима и васпитачем и о сугестијама које би деца дала за
евентуалну трансформацију рада у дигиталном окружењу.The declaration of an emergency situation due to the corona virus pandemic has led to the „translation” of education at all levels – even preschool education – into a digital environment. This period is used as a „stepping stone” for intensive consideration of the potential of digitalized education and the discussion how
to translate kindergarten into a digital environment. However, in the scientific and
professional literature, reviews of possible ways of working with preschool children
in the digital environment and their advantages and disadvantages are poorly represented, with a children’s perspective particularly lacking. With this paper, we want to
explore the children’s perspective on remote kindergarten. The research was conducted through consultation with 13 children, on the issues of activities that were realized
through digital platforms in the specified period, the ways in which relationships with
peers and kindergarten teachers were established and the suggestions that children
would give for possible transformation of work in digital environment
Cultivating play in kindergarten
No full textPredmet ove studije je kultivisanje igre u dečjem vrtiću. Studiju zasnivamo na učenju o igri kao kapacitetu fleksibilnosti u dejstvu, produbljujući ovo učenje konceptima filozofije transcendentalnog empirizma i savremenim teorijama afekta. Pronalazeći uporište u aktuelnoj reformi predškolskog vaspitanja i obrazovanja, ova studija odgovara na potrebu da neposrednije – situaciono i procesualno – razumemo kako igra nastaje i razvija se, koji je njen pedagoški potencijal i čime može biti kultivisana kroz svakodnevicu vaspitno-obrazovnog procesa u dečjem vrtiću.
U skladu sa nastojanjem da igru pratimo na stvaralački način – koji pogoduje načinu na koji igru razumevamo – celokupna studija oblikovana je u metodološkom okviru difrakcije: na planu teorijskih polazišta, planu realizacije neposrednog istraživanja u dečjem vrtiću i na planu interpretacije podataka. Difrakcijom teorija otvorena je mogućnost sagledavanja igre na afektivnom planu, te je u neposrednom istraživanju sprovedenom u dečjem vrtiću korišćena afektivna etnografija.
Difraktivna interpretacija podataka pokazala je da igra nastaje iz preokreta, te da se odvija u kretanju sa viškom i oslanjajući se na veru u zajednički proces. Kao pedagoški potencijal igre ukazuju se transformativnost i etičnost koje proces igranja omogućava, te se izvodi zaključak da je za kultivisanje igre neophodno obezvediti određene preduslove – otvoren model vaspitanja i obrazovanja, bogatstvo izbora materijala i simboličkih sredstava, i raznovrsnost sveukupnih iskustava – ali da je jednako značajno osnaživati senzibilitet i odvažnost istupanja kako kod dece, tako i kod odraslih koji učestvuju u vaspitno-obrazovnom procesu sa decom.The subject of this study is the cultivation of play in kindergarten. The study is based on the understanding of play as a capacity for flexibility in action, deepened by the concepts of the philosophy of transcendental empiricism and contemporary theories of affect. Grounded in the current reform of early childhood education in Serbia, this study responds to the need to understand more directly - situationally and procesually - how play originates and develops, what pedagogical potentials it opens and how it can be cultivated through the everyday educational process in kindergarten.
With the effort to follow play in a creative way – which favours the way we understand the play - the entire study is shaped in the methodological framework of diffraction: on the plan of theoretical starting points, the plan of the direct research process in kindergarten and on the plan of data interpretation. The diffraction of theories opened the possibility of looking at play on the plan of affect, so affective ethnography was used in the direct research process in the kindergarten.
Diffractive interpretation of the data showed that play arises from reversals and that it takes place in movement with excess, relying on faith in a common process. The pedagogical potential of play lies in the transformative and ethical nature of the playing process, so the conclusion is drawn that certain prerequisites must be provided for the cultivation of play – an open model of early childhood education, a rich selection of materials and symbolic means, and a variety of overall experiences – but that it is equally significant to strengthen the sensibility and audacity of stepping-out, both of children and of adults who participate in the educational process with children
Kvalitet vaspitanja na ranim uzrastima kroz perspektivu društvene podrške dečjoj igri: analiza prakse obrazovne politike u Srbiji
Full text linkIgra je svevremenski, sveprožimajući i višestruko značajan aspekt ljudskog života i ima
ključnu ulogu u razvoju i učenju dece na ranim uzrastima. Kompleksnost društvenog
konteksta i savremenih uslova življenja često je stavljaju u ugrožen i zapostavljen položaj
i ova tendencija postaje sve prisutnija u svetu današnjice. Otud se na nivou međunarodne
obrazovne politike kao i na nivou obrazovnih politika pojedinih zemalja ulaže
poseban napor za definisanje društvene podrške dečjoj igri. Sa ciljem da identifikujemo
koliko se kroz praksu obrazovne politike u Srbiji dečja igra podržava, sproveli smo
istraživanje primenom matrice analize sadržaja na odabranim dokumentima zvanične
obrazovne politike i analizu sadržaja delatnosti nevladinog sektora usmerenog na decu i
obrazovanje. Rezultati istraživanja pokazuju da na nivou obrazovne politke problematika
dečje igre ostaje svedena na program predškolskog vaspitanja i obrazovanja i predškolske
ustanove, a da društvena podrška dečjoj igri ostaje „ničiji prostor“, kao i na nekonzistentnost
u razumevanju deteta i detinjstva i prirode njegovog učenja i razvoja pa time
i dečje igre. Nedovoljna posvećenost podrške dečjoj igri izostaje i u nevladinom sektoru
gde ne postoji niti jedna organizacija kojoj je to primarna delatnost, pa su mere svedene
na nekontinuirane, pojedinačne i parcijalne akcije. Ovaj rad može biti povod za promišljanje
i preuzimanje odgovornosti za položaj igre i njenu plansku društvenu podršku.The play is timeless, pervading and multiple important aspect of human life and plays
a key role in the development and learning of children at early ages. The complexity
of the social context and contemporary living conditions often places it in a vulnerable
and neglected position and this tendency is becoming more and more present in the
world today. Hence, at the level of international education policy as well as on the level
of educational policies of individual countries special effort is being invested to define
social support for child’s play. With an aim to identify measures and actions through
which educational policy and practice in Serbia supports the child’s play, we conducted
research using a matrix of content analysis on selected documents of official educational
policy and content analysis of activities of non-governmental sector aimed at children
and their education. The research results show that on the level of educational policy
problem of child’s play remains reduced to a preschool education program and preschool
institutions, and that supporting child’s play remains ‘nobody’s area’, as well as the inconsistency in the understanding of child and childhood and the nature of their learning
and development and thus child’s play as well. Insufficient commitment to supporting
child’s play also lacks in the NGO sector where there is no organization who’s primary
activity is play, so the actual measures have been reduced to non-continuous, individual
and partial actions. This article may be cause for reflection and taking responsibility for
the state of play and planning social support for it
Thought of/on the Edge: Playing (with) the Resistance(s) in(/of) Kindergarten Practice
No full textIf I say this would be the story of the importance of play in early childhood education, it might sound a bit boring – at least, nothing new. An idea of the educational value of play is being promoted, well-established and seemingly well-accepted through decades. Only in Serbia theories of early childhood education have argued the understanding of play as a capacity of flexibility in action (Marjanović, 1979) – the backbone for cultivating transformative potential as a distinctive characteristic of human beings – for half a century. With the New Curriculum Framework (Godine uzleta, 2019) and the greatest reform of Early Childhood Education in Serbia yet, play as a capacity of flexibility in action officially came at the core of the entire educational process.
But only declaratively.
The trouble with play begins on the level of specific situations of educational practice – the very moment play actually starts to unfold.
Faced with the continuous disappointment with the ways and forms through which the proclaimed understanding of play lives up in practice, as well as the global need for rethinking education in a more-than-human manner, I’ve set out into playing with children and teachers of one kindergarten group, striving to understand the situational unfolding of play and resistances (through) which (it) arise. Diffracting the idea of play as a capacity of flexibility in action with the ideas of Deleuze and Guattari and further – diffracting through/with/in the very situations of play, I strive to take us into the molecular flows of play unfolding in the kindergarten practice to see which lines orient us towards the resistance in the Deleuzian sense – opening new potentials for educational practice as a whole – and which rise as (or turn into) the very boundaries that need to be resisted
Pobeći sa Petrom: konture participacije na mapi jednog događaja
Full text linkU ovom radu nastojimo da izmestimo pitanje participacije iz ustaljenih okvira tumačenja i podstaknemo nove mogućnosti razumevanja vaspitno-obrazovne prakse i kultivisanja učešća različitih aktera u njoj. Isprovocirana konkretnim događajem iz istraživanja sprovedenog u vrtićkoj grupi, autorka rada poziva se na filozofske ideje Žila Deleza i Feliksa Gatarija kako bi osvetlila različitost načina na koje dete učestvuje i višeslojnost uslova kojima se oblikuje život i rad vrtićke grupe, te kako bi postavila pitanje nad aktuelnim praksama kojima se učešće deteta podržava. Mapirajući događaj – odnosno, skicirajući molarne, molekularne i linije bega kao različite prirode i pravce kretanja višestrukih sila koje događaj oblikuju, autorka rada sugeriše mogućnost razumevanja participacije kao eksperimentalne, afektivne, kontekstualne i relacione prakse, koja zahteva kritički i kreativan anganžman teoretičara i praktičara jednako, i u čijem ostvarenju uloga pedagoga može biti od ključnog značaja
Difrakcija me naterala: etičke dileme istraživanja zasnovanog na relacionim ontologijama u vrtićkoj praksi
No full text(Disclaimer: There will be a lot of I in this story, which is certainly wrong from the posthuman perspective, but –
I can’t help myself)
Relational ontologies established themselves as a strong and necessary potential for rethinking and reworking the world as we know it. There are a lot of papers written and talks given on this matter and I assume that at this conference there will be many more. But most of the works in these fields lie in the theoretical speculations and artistic practices, leaning towards the language of science and art forms that are not accessible to the general public, as well as for the ambitious beginners of an academic career - such as me. This is difficult for someone who is a pedagogue - faced with the need to make sense and paths with scholars and practitioners alike; who is a pedagogue and a scientist – expected to establish not just the marginal practices but footholds and directions for the system; and who is a pedagogue and a scientist in times and in the country whose values rapidly slide towards the right-wing, becoming intolerant of the wanderings, uncertainties and fluidity which relational ontologies advocate.
In this exposition, I wish to share the experiences from my fieldwork, focusing on ethical dilemmas that emerged from trying to work with relational ontologies and be a part of life in one kindergarten group. Broadly, I would discuss three questions:
• Who are the participants of the research, and how do they (if they?) participate;
• What is the role of the researcher (and who is the researcher, anyway?);
• What can be expected from the scientific research (and does it even matter?);
This will not be the presentation of the exemplary practice – because it was certainly not - but I do not wish to conclude with the idea that this is not possible. I wish to open up the space for us to think about how to work it into a possibility
- …
