The End of Playtime? The Time at Kindergarten and School from a Cultural-Theoretical Perspective
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Author (Corporation)
Publication date
2018
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01A - Journal article
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International Dialogues on Education
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DOI of the original publication
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Volume
5
Issue / Number
1
Pages / Duration
74-86
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Olaf Beuchling, Reinhard Golz, Erika Hasebe-Ludt
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Abstract
This article will, from the point of view of cultural theory, discuss the polarization that is frequently found between playful learning at the kindergarten and serious learning at school. Planning of the time in the German-speaking Swiss kindergarten is strongly influenced by the portent of preparation for school, which is combined with a reputedly vital transition from free playtime to a planned curriculum-orientated learning time within a specific school order, additionally driven by a discourse on time pressure. The question is asked whether this is primarily a matter of “winning time” for education, or whether it is about familiarizing the children with primary school culture as such. The question is asked: What potential for school-learning processes could possibly lie in play? Both school cultures, that of the kindergarten as well as that of the primary school, are viewed as performance practices deeply rooted in historically emerged, different symbolic traditions.
Keywords
school culture, kindergarten culture, play
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ISBN
ISSN
2198-5944
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
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Citation
Weisshaupt, M., & Hildebrandt, E. (2018). The End of Playtime? The Time at Kindergarten and School from a Cultural-Theoretical Perspective. International Dialogues on Education, 5(1), 74–86. http://hdl.handle.net/11654/26380