Browsing by Author "Juntunen, Martta"

The subject of this bachelor’s thesis was guiding and supporting play in pre-primary education. The purpose of this study was to find out how the knowledge of the meaning of play from kindergarten teacher education and field work experience is reflected in the actions and conceptions of pre-primary teachers working currently on the field. My research focus on three research questions: 1. What kind of definitions do kindergarten teachers give to the play of pre-primary-aged child? 2. What are the various ways in which a kindergarten teacher can guide and support the child's play in pre-primary education? 3. What kind of perceptions do kindergarten teachers have about the importance of guiding and supporting child's play in pre-primary education? The research was conducted as a qualitative questionnaire study. Altogether eight pre-primary teachers participated in the study, three of them from Espoo and five from Vantaa. The material of this study was collected by electronic e-form and was analysed by thematic analysis. Pre-primary teachers´ conceptions of play emphasized the close relationship with learning. The study proves that defining play is not simple. Responses were short and many teacher used commonly known definitions of play when asked about their own definition. The study shows that pre-primary teachers have a wide range of tools to guide and support children's play. According to responses guiding play mostly happened by affecting indirectly the external conditions of play in pre-primary education. The study points out that guiding and supporting play is considered important also in preprimary education. Surprising is that many teachers thought that guiding play belongs more to small children’s groups than pre-primary students’ groups. The general view is that the preprimary children have relatively good play skills and that they are able to play independently. Participation of adults in the play of children is seen important mainly in problem situations.