Playworld
As noted on the LCHC projects page, the Playworld projects explore a historically new form of play, one in which adults and children enter into a common fantasy, often using folk stories recorded in books as a key organizing artifact. Playworlds are dramaturgical classroom interventions that focus on emotional experience and aesthetic relation to reality through involving children and adults in staged as well as spontaneous pretend play. Children and adults bring a piece of children's literature to life through scripted and improvisational acting, costume and set design, and multimodal rehearsal and reflection. Playworlds are grounded in the theories of L. S. Vygotsky of Russia, G. Lindqvist of Sweden and Pentti Hakkarainen of Finland, and are designed to enable adults and children to engage in joint pretense as a means of promoting the emotional, cognitive, and social development of both children and adults. To date Playworld Projects have been established in Finland, Japan, Sweden, and the United States.
United StatesFour U.S. playworlds
have been staged at LCHC thus far. One was a pilot study in a
pre-school and based on the fairy tales of BabaYaga. Another,
which took place over the course of the 2004-2005 academic year, was
based in a mixed kindergarten-first grade classroom and based on C.S.
Lewis’s The Lion, the Witch and the Wardrobe. The third and forth
playworlds took place in a mixed second-third grade classroom and were
based on Norton Juster’s The Phantom Tollbooth and
Lewis Carroll's Alice's Adventures in Wonderland. Another playworld project is being planned for the
Spring, 2010. It will take place in a mixed second-third grade classroom.
The 2004-2005 playworld project differed from other playworlds in three major ways: all of the researchers played major roles in the dramatic performance; it was staged at a school on a military base at a time of war, so that many of the children involved had parents who were across seas fighting during the project; and the documentation of the entire playworld was extremely extensive, and detailed, and included the use of many different media. The combination of these factors produced a playworld in which both adults and children were especially emotionally involved.
Evidence from the LCHC playworld that has been analyzed to date
demonstrate that participation in a playworld improves children's narrative and
literacy skills (Baumer, S.,
Ferholt, B. & Lecusay, R., 2005) and can lead to the socio-emotional development of both adults and children (Ferholt & Lecusay, 2010). Work-in-progress is focused on the
fact that the US playworld provided unique evidence of the synergy between
emotion and cognition, a notoriously difficult process to study, but also one
recognized to be of central importance to cognitive and social development. Additional written work on the
2004-2005 playworld includes: The Development of Cognition, Emotion, Imagination and Creativity As
Made Visible through Adult-Child Joint Play: Perezhivanie through
Playworlds (Ferholt, 2009); Adult and Child Development in the Zone of
Proximal Development: Socratic Dialogue in a Playworld (Ferholt and
Lecusay, 2010); Gunilla Lindqvist’s theory of play and contemporary play
theory by Beth Ferholt (in partial fulfillment of qualifying exam); A multiperspectival approach to the process of
representing imagination in work with children: Glimpsing the future to study a
playworld by Beth Ferholt (in partial fulfillment of qualifying
exam); A Distributed
Cognition Analysis of a Playworld Event by Robert Lecusay (paper presented at the Meeting of the American
Educational Research Association,
Finland
Playworld projects in Finland
explore the intersection between play, narrative learning and school
learning. The practical concern is with
the transition from preschool, where play and story telling dominate children's
activity, to formal schooling, where play is abruptly minimized and segregated
from learning and where children need to be able to guide their behavior in new
ways. Our Finnish colleagues view a
playworld as an "intermediate" form of activity where the interactive
and reciprocal processes occurring between children and adults in the playworld
promote the development of narrative abilities that can be drawn upon when the
children enter school. Currently the
empirical analysis of the playworld data from various Finnish sites focuses
primarily on the sense-making process in learning and the development of
initiative and subjectivity (agency) in play interaction.
At the Kajaani Research
Consortium there is a Research center for developmental teaching and learning,
which was founded in 1999. Two
laboratories carry out research on playworlds: the Play laboratory and the Narrative
learning laboratory, the second of which focuses on the transition from play to
school learning. In the Play laboratory
there are two age groups (2 – 3 years and 3 – 6 years) in which children’s
joint play is developed in age-appropriate playworlds. In the Narrative learning laboratory research
is of the creation of imaginative learning environments in multi-age groups of
four to eight or six to seven year old children. This program focuses on motivational aspects
of the transition from play to school learning and makes use of playworlds to
develop the children’s potential and readiness for lifelong learning. Many research themes have been pursued using
these playworlds: learning tasks in imaginative situations, teacher’s narrative
tools, imaginative learning of literacy, imagination in narrative math
learning, teacher’s position in developmental teaching, the mergence of a
playworld, children’s learning in everyday life contexts, etc.
The primary researchers in the
Finish playworld projects are Milda Bredikyte, Pentti Hakkarainen,
Hilkka Munter, Anna
Rainio and Marja – Leena Vuorinen
There are two
Playworld projects in Japan. The first takes place at the Ibi Kindergarten in
The primary researchers in the Japanese playworld projects are Kiyotaka Miyazaki, Hiroaki Ishiguro and Yuki Fujino.
The Former Yugoslavia
Future Research
The variation across these international playworld sites is
great. Differences