Browsing by Author "Mustamäki, Annamari"

The aim of this study was to describe the kindergarten teachers’ activities and daycare center`s environment impact on a free play to the children that are practising Finnish language. I reflect on the importance of play the child's peer relations and belonging to a group point of view. Previous studies have shown that the inclusion of experience and making friends are important to a child's self-development. Becoming rejected and excluded may begin as early as kindergarten age if the childs environment has accumulated number of risk factors. For example, Nyland (2009), Venninen, Leinonen and Ojala (2010), as well as Turja (2012) have stated that the inclusion experience came from the opportunity to choose the play and the playmate. Five-year-olds are already playing with lots of pretend and role plays. The language skills have a great importance for the various negotiating situations, as well as creating the role and progression of the play. The child that is learning the language, needs adults help to communicate with others. The latest studies have shown that adults have very different ideas about how they can participate in the children's play. In most cases, adult is observing from a distance, but the child that needs support would benefit most about playing with the adults. I collected my data as theme interview. I interviewed personally four kindergarten teachers from Helsinki daycare centers. The results were analysed using a theory based content analysis, because thematic approach was based on the theories and concepts of earlier studies. I systematically registered comments in the table below the main themes. I transcribed only examples for citation, not the whole text. These results highlighted the importance of the social environment and perceptions by the adults and their participation in play. Children need adults help to get into the play, to explain and how to get an equal role in play. The most important thing is to create an open and positive atmosphere where a child dares to also learn the language. Positive peer relationships encouraged to participate in the play, in which the language develops naturally. Play and language development are closely linked. Without the other there is no access to the second to develop the best possible way. The play with the same language speaking children are relevant too to the children’s peer relations, inclusion of experiences and the development of the identity.