Browsing by Subject "draamaleikki"

The child's natural activity is play and the child's creativity is reflected through it. The starting point for this thesis is Vygotsky's (1978) perception of the importance of play for the child's development. In early childhood education, play is an important activity and play is appreciated. In kindergarten, children's play can be free or guided activities. Children's play can be supported in a variety of ways through stimulating creative activities. One of these methods can be drama education, where children can practice imagination, throwing up and improvisation. Play also needs space, peace and time, and the kindergarten can support or prevent the realization of play. The material for this thesis was collected using an ethnographic method at the Uusimaa daycare. The researcher worked part-time in the kindergarten in a group of 12 children and during this time she collected material through multimedia observation, using video shooting, recording, and interviewing the children. The information produced by the children was the object of interest. The children's participation in the study was supported by listening to them using the storycrafting method. The children made drawing with the same idea. The results of the thesis, play and creativity in this group was reflected in role- and imagination play. Drama education was one way of working in the group, and the drama play also inspired children in free play. The central play -supporting and blocking activity was the space -time structures. Playing peace, sufficient time supported the free play. Disagreements during play, interruptions to play and adults´ perceptions of play prevented free play.