In school recess, a lack of playful interaction patterns can be seen as an indicator as well as a cause
of exclusion. Results of a research project show that by providing a secure frame, which is inclusive for all children, a teacher or play tutor can further the learning and habitualization of playful interaction patterns, which themselves lead to better relations in class.
(Peter Lang, 2007) Criblez, Lucien; Campana Schleusener, Sabine; Hofstetter, Rita; Schneuwly, Bernard [in: Configurations contrastées du processus de disciplinarisation des sciences de l'éducation en Suisse (fin 19e - première moitié 20e siècles)]
