Browsing by Author "Kangas, Jonna"

The aim of this study was to research connection of role play between gender and age as well as its share of free playtime in Helsinki city kindergartens daily life. We were also interested to see if the developmental phases that different theories of play define are true, and how temperament differences effect roleplays’ share from free play. In theoretical part of this study we got to know common theories of play and types of play. We concentrated especially on role play and significance of interaction abilities in role play, as well as significance of play and child’s involvement for child’s growth and development. This study is based on the quantitative data collected by Jyrki Reunamo. We analysed the data with quantitative methods such as comparison, grouping and explanation of correlation coefficients. This study shows that a large part of free play is role play; only object play is more popular. We thought this was mainly because environmental factors such as smallness of interiors and sparsity of quiet places in kindergartens. Statistically significant result was that the girls engage in role play more often than boys. We thought that this was also mainly because environmental factors: interiors, rules and role models in kindergarten guide boys and girls into different play styles. Less surprising was that 5-6-years old children play more role play than younger children. Children that parents and teachers define as socially skilful and committed participate in role play the most, whereas children that parents and teachers define as isolated and adaptable participate in role play the least. Also, the children that are defined as dominant don’t play role play more than on average. Role play requires advanced linguistic and social skills, such as negotiation and conversation skills and the ability to make compromises and follow rules that are made together.