Symposium 31: Sport and gender: Gender issues in sports career adaptation and children's play with peers: Are there any parallels?

2003 ◽  
Author(s):  
Natalia Stambulova
Keyword(s):  
Gender Issues ◽  
Children's Play ◽  
Children’S Play ◽  
And Gender

scholarly journals A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities

2020 ◽  
Vol 15 (4) ◽  
pp. 885-910
Author(s):  
Anna Günther-Hanssen
Keyword(s):  
Field Study ◽  
Identity Construction ◽  
New Materialism ◽  
Children's Play ◽  
Perspective Drawing ◽  
Children’S Play ◽  
And Gender ◽  
Scientific Phenomena ◽  
Physical Phenomena ◽  
Emergent Science

AbstractThe focus of this study is the co-actings of a 5-year-old girl, a swing, and physical phenomena. The study explores how the swing and physical phenomena worked as co-creators of the girl’s scientific explorations as well as her bodily capacities and identity construction. Empirically, the study makes use of a video sequence generated during a field study in a Swedish preschool with 5-year-old children. The field study focused on the children’s play and explorations together with the preschool environment, during activities not specifically guided by teachers. To conceptualize children’s emergent scientific learning as mutual with their identity construction and as being co-created together with nonhuman agents, the study combines perspectives from new materialism, emergent science, physics, and gender theory. As a theoretical and methodological foundation, a new materialist perspective drawing on Karen Barad’s (Meeting the universe halfway. Quantum physics of the entanglement of matter and meaning, Duke University Press, London, 2007) theory of agential realism and diffractive methodology were used, as well as Elizabeth de Freitas and Anna Palmer’s (Cult Stud Sci Educ 11(4):1201–1222, 2016. 10.1007/s11422-014-9652-6) notion concerning how scientific concepts can work as creative playmates in children’s explorations. The findings show how the girl, together with the swing, could experience and explore various physical phenomena as well as, extend her bodily capacities and become brave and strong. As such, new materialism shows how scientific phenomena can create affordances for an individual’s becomings as scientific as well as how “becoming scientific” can be understood. At the same time, the findings also indicate the importance of teachers not assuming that scientific phenomena are automatically part of children’s play or can be experienced by all children all the time. The explored situation was rare. On most occasions, the girl did not get the same kind of experiences with the swing because of gender norms. I argue that norms and discourses connected to science and gender are not things that “come with” older children or are only introduced by adults. These are instead already in the making and re-making within children’s co-actings with the material-discursive environment in preschool. It is therefore important that teachers engage in children’s embodied play with scientific phenomena, with the aim to empower the children, their bodies, capacities and (science) identities.

‘Serious Games’: Licences and Prohibitions in Maasai Sexual Life

Africa ◽  
2007 ◽  
Vol 77 (3) ◽  
pp. 351-370 ◽  
Author(s):  
Aud Talle
Keyword(s):  
Serious Games ◽  
Sexual Life ◽  
Moral Order ◽  
Sexual Relations ◽  
Age And Gender ◽  
Children's Play ◽  
Gender Hierarchies ◽  
Children’S Play ◽  
And Gender ◽  
Analytical Device

AbstractThis article discusses sexual licences and prohibitions among the Maasai of Kenya and Tanzania with particular reference to the institutionalized yet controversial sexual relations between young pre-menarche girls and adolescent unmarried men. These relations are referred to as children's ‘play’ in the local vernacular, and as such fall within a larger moral order of age and gender hierarchies that privilege male seniority. The article uses the metaphor of ‘serious games’ adopted from Sherry Ortner as an analytical device in order to capture the dynamic and ambiguous character of Maasai sexual licences and prohibitions. Being at once serious and playful, ‘games’ lend themselves particularly to players' creativity, initiative and agency. The article aims to demonstrate how the structures of the games open up and create space for women and other ‘juniors’ to act intentionally and with purpose in their sexual lives.

scholarly journals Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway

2021 ◽  
pp. 79-93
Author(s):  
Hanne Værum Sørensen
Keyword(s):  
Social Relations ◽  
Kindergarten Teachers ◽  
Free Play ◽  
Children's Play ◽  
Cultural Formation ◽  
Video Observations ◽  
Children’S Play ◽  
Primary Focus ◽  
And Gender ◽  
Outdoor Playtime

AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.

Knowing and Feeling in Children's Play

1995 ◽  
Vol 40 (9) ◽  
pp. 854-855
Author(s):  
Karin Lifter
Keyword(s):  
Children's Play ◽  
Children’S Play

Preschool children’s play and alignments in a bracketed framing of a music-technological breakdown

2018 ◽  
Vol 2 (1) ◽  
pp. 120-142
Author(s):  
Pernilla Lagerlöf ◽  
Louise Peterson
Keyword(s):  
Social Interaction ◽  
Everyday Life ◽  
Detailed Analysis ◽  
Music Technology ◽  
Popular Media ◽  
Media Culture ◽  
Children's Play ◽  
Experimental Activity ◽  
Children’S Play

Music technologies are becoming important in children's play in everyday life, but research on children's communication and interaction in such activities is still scarce. This study examines three children's social interaction in an 'experimental' activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children's interpretive framings of the adult's introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children's social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children's definitions of situations and to consider children's experiences of participation in popular media culture.

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