‘They do not want to play, just talk to each other’: Children’s views of educators’ roles in play

Abstract

Play in preschools is a complicated phenomenon that has been studied from different perspectives and paradigms. Researchers have connected children’s play in preschools to activities where the children are in control, take on roles, and use materials in different ways. Research conducted with children aims to learn from children’s knowledge and experiences. Furthermore, research with children about their perspectives on the role of educators in their play has indicated that children find it important for educators to observe their play and to remain nearby so that the children can seek their support and can share their discoveries with their educators. This article discusses an ethnographic research project conducted with children aged three to five years in two preschool settings in Iceland. The study is built on the UN’s Convention on the Rights of the Child and Corsaro’s (2015) construct of the sociology of childhood, which views children as competent and active participants in the preschool society.

 

The aim of the study is to add to the understanding of educators’ roles in children’s play from the children’s own perspectives. Video-stimulated recordings were used to support children’s conversations about their play activities in the preschool settings. Children’s activities were video-recorded, and they were invited to watch the recordings and discuss the educator’s role in their play. The conversations with the children were also video-recorded and transcribed for further analysis. The researchers considered their ethical responsibilities throughout the entire research process. All gatekeepers gave their written consent and the children were gatekeepers in their own account. They were informed about the study and gave their own written accent.

 

The findings show that the preschool educators seldom took part in children’s play activities; their role was often to be close to the children and to observe and react when the children needed help or something went wrong. The children took on different roles in their play; some children took on the roles of leaders in play, while other children followed these leaders. In addition, some children liked to make joint decisions in their play. The children’s status within the peer group influenced how they explained the educator’s role in regard to their play. The children who were leaders in the play did not see how the educators could be involved in their play without ruining it. However, the children who followed the leaders needed the educators’ support and wanted them to take part in their play. The study concludes that play cultures in preschools could be reviewed. Educators might reconsider their participation in children’s play, especially concerning children who sometimes are passive observers of the play rather than active participants. The study provides insight into children’s perspectives of the role of educators in children’s play in preschools. By listening to children’s ideas about play and observing their status in play, educators can consider or review their roles in children’s play.