Play education

from Wikipedia, the free encyclopedia

The game Education is a discipline of the game science . The findings of the sub-disciplines of game didactics and game methodology have found expression above all in school education , social education and in the field of social work . They form their own areas that can cooperate with almost all branches of education . Game educational objectives and methods can also be found in experiential education , cultural education , youth work and special education . The theater education forms a sub-category of educational games, particularly the media drama (also representing the game) takes into view. Play education is at the intersection of the three major social tasks of education , cultural work and youth work.

The educational play work is primarily aimed at children and young people. But it has also established itself in the field of care for the elderly , adult education and in the economic field, for example in motivation training and personnel development .

History of the development of play education

Play has always been an important element in human cultural history . Already in antiquity, for example with Plato , people thought about education through play. In the European Middle Ages, game collections were created that recorded the inventory of the time in writing (e.g. Rabelais ) or pictorial (e.g. Brueghel ). The first playbook in Europe was written by Alfonso X , King of Castile, in the 13th century. With Comenius , the didactic preparation of toys for raising children began as early as 1658 .

The philanthropists are considered to be the first play educators of modern times . In the course and with the momentum of the Enlightenment (1720–1785) Johann Bernhard Basedow founded the first Philanthropinum in Dessau . With progressive educators such as Trapp , Salzmann , Fröbel or Pestalozzi , private schools and a modern child and youth education emerged, in which playing played a prominent role. Guts Muths wrote a playbook that contained not only a collection of educational games, but also didactic reflections and methodological tips. Jahn , too , with his so-called "gymnastics games", which he methodically and organizationally prepared, recorded in his books and practiced on the Hasenheide just outside Berlin, must be regarded as a pioneer of play education.

Soon important scholars such as Friedrich Schiller or the sociologist Johan Huizinga dealt with the phenomenon of play and the "Homo ludens" (Huizinga), people who play, in an educational science perspective. The question of the meaning of play and the importance of play for human development and education has been a constant concern of science ever since.

An intensification of the game idea in education took place once again within the framework of reform pedagogy at the beginning of the 20th century and (with reference to these efforts) in the pedagogical reorientation after 1945. The reform pedagogue Maria Montessori enriched play pedagogy with her scientifically developed toys for the disabled and non-disabled children. In the post-war period, the 'game' method also assumed a special significance in free and public youth education. The increasing professionalization of social work brought play education more into focus here too. It was recognized and promoted as a therapeutic option ( play therapy ) within social work.

Game movements

At the turn of the 20th century, the first major international gaming movement established itself . It arose in the Anglo-Saxon countries from the idea of ​​sport, which increasingly prevailed against the competing German gymnastics movement and the Scandinavian gymnastics movement. She propagated the principles of competition and performance and sought health value by playing outdoors. The most visible product of this movement to date is a large number of so-called sports games .

In connection with a rediscovery of nature and community life in the open air, the Wandervogel movement and the boy scout movement also found forms of play that accompanied a genuine youth culture which, through its leading representatives, led to reform pedagogy.

In the 1970s, another influential game movement came to Europe from the USA, known as the New Games Movement , and it spread very quickly. It developed as a countermovement to the first movement oriented towards struggle, competition and achievement and changed the practice of play education towards a game that was less competitive than cooperation oriented. There was a flood of game collections. The influence of this movement, strongly promoted by the media, was especially visible in the extracurricular area and at major events. But it also fertilized social work, which it gave new impulses. Numerous initiatives arose in the form of group games, game festivals and mobile game campaigns. The focus of interest in games shifted to cooperation and creativity, to playing with natural materials, to finding forms and rules for yourself. Everyday world and the children's environment increasingly turned into play areas and learning spaces. Playing was seen and defined anew in an expanded field of meaning. Holistic play has been rediscovered.

Numerous other initiatives emerged from this trend, such as the parent / child play movement under the supervision of midwives, in toddlers' homes and in community centers. A schoolyard movement developed that encouraged play in schools and companies. The nationwide “ Moving School ” campaign was launched, which increasingly anchored playing under academic supervision in school lessons.

Since around 1995, a creative game pedagogy has been developed under the name Playing Arts . This relies entirely on free creative play and is a good opportunity to develop your own.

Public impact of play education

Large events with the character of a folk festival - accompanied by a high level of media attention - have made gambling popular again and also made it attractive for sections of the population who are less focused on performance. "The use of play mobiles , play activities or playhouses uses play as a genuine cultural activity for children and young people." He has contributed to rediscovering play in all its diversity, heightened awareness that it is next to sport games and classic forms of play such as There are ball and board games as well as group and communication games, concentration and interaction games , perception and role-playing games that are worth discovering. From a cultural pedagogical point of view, the practical work focuses on short-term projects in which more emphasis is placed on the process of playing than on the end product.

Quotes

  • " Play education as an independent specialty of education is just 25 years old." Ulrich Baer 1995
  • "In play education , there has always been skepticism about naive notions that playing rule games reinforces social attitudes and skills." (Einsiedler, Das Spiel der Kinder, p. 133)
  • " Play pedagogy likes to use play for relaxation and emotional relief after strenuous phases of concentration." (Warwitz, Vom Sinn des Spielens, p. 10)
  • "In order to be educational at all, play education must go beyond the mere allowance of childish nature." (Hans Scheuerl, Das Spiel, p. 199)

See also

literature

  • Ulrich Baer: Play Practice - An Introduction to Play Education. Kallmeyerische (Edition: Gruppe und Spiel), ISBN 3-7800-5800-6 .
  • Ulrich Baer: 666 games for each group for all situations. Kallmeyerische (Edition: Gruppe und Spiel), ISBN 3-7800-6100-7 .
  • J. Bilstein / M. Winzen / CH. Wulf (ed.): Anthropology and pedagogy of the game . Weinheim 2005.
  • FJJ Buytendijk: The essence and meaning of the game . Berlin 1933.
  • Wolfgang Einsiedler: The children's game. On the pedagogy and psychology of children's play . 3rd edition, Bad Heilbrunn 1999.
  • Hans Frör: Playing with the matter. Kaiser, Munich, ISBN 3-459-00810-5 .
  • Rüdiger Gilsdorf, Günter Kistner: Cooperative adventure games - practical help for schools and youth work. Kallmeyerische (Edition: Gruppe und Spiel), ISBN 3-7800-5801-4 .
  • Gerd Grüneisl, Gerhard Knecht, Wolfgang Zacharias (eds.): "Mensch und Spiel". The mobile homo ludens in the digital age, 2001+. LKD, Unna 2001, ISBN 3-931949-31-1 .
  • Gerhard Knecht, Bernhard Lusch (Ed.): Playing-Living-Learning , Kopaed.Verlag 2011, ISBN 978-3-86736-321-1
  • JCF Guts Muths: Games for exercise and relaxation of the body and mind . Schnepfental 1796 (Berlin 1959)
  • Ulrich Heimlich: Introduction to play education. An orientation aid for social, school and curative educational fields of work. Klinkhardt, ISBN 3-7815-0989-3 .
  • Hans Hoppe: Games Finding and Inventing. A guide to game practice. Lit, 2nd edition, Berlin 2011, ISBN 3-8258-9651-X .
  • Johan Huizinga: Homo Ludens - On the origin of culture in play. 6th edition. Hamburg 1963. Rowohlt, ISBN 3-499-55435-6 .
  • Wolfram Jokisch: Steiner Spielekartei: Elements for the development of creativity, play and creative work in groups. Ökotopia, ISBN 3-925169-09-1 .
  • Karl Josef Kreuzer (Ed.): Handbook of game pedagogy. Volumes I-IV. Schwann, Düsseldorf 1983/1984.
  • Terry Orlick: New Cooperative Games. More than 200 competitive free games for kids and adults . 4th edition, Weinheim and Basel 1996
  • Anita Rudolf, Siegbert A. Warwitz: Playing - rediscovered. Basics-suggestions-help . Freiburg 1982.
  • Hans Scheuerl: The game. Investigations into its nature, its pedagogical possibilities and limits . 11th edition, Weinheim and Basel 1990.
  • Friedrich Schiller: About the aesthetic education of man . 15th letter. Complete Works Volume, 4th Stuttgart 1874. pp. 591–595.
  • B. Sturzenhecker, Christoph Riemer (Ed.): Playing Arts. Impulses for aesthetic education . Weinheim, Munich 2005.
  • Siegbert A. Warwitz, Anita Rudolf: From the sense of playing. Reflections and game ideas . 4th edition, Baltmannsweiler 2016, ISBN 978-3-8340-1664-5 .

Web links

Wiktionary: Game education  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ↑ Plato: Politeia ("State")
  2. ^ Plato: Nomoi ("Laws") 713 d 56
  3. ^ Rabelais: "Gargantua and Pantagruel" 1535
  4. ^ P. Brueghel: "Children's Games" 1560, In: Kulturhistorisches Museum Wien
  5. ↑ A. Rudolf / SA Warwitz: Playing - rediscovered. Basics-suggestions-help. Freiburg 1982. page 117
  6. ↑ J. A. Comenius: "Ludes pueriles" 1658, In: Siegbert A. Warwitz, Anita Rudolf: From the sense of playing. Reflections and game ideas . 4th edition, Baltmannsweiler 2016, ISBN 978-3-8340-1664-5 . P. 196
  7. ↑ JCF Guts Muths: Games for the exercise and relaxation of the body and mind . Schnepfental 1796 (Berlin 1959)
  8. ↑ W. Stuhlfath: “Popular gymnastics games and joke exercises from all German districts.” Langensalza 1928
  9. ↑ F. Schiller: About the aesthetic education of man . 15th letter. Complete Works Vol. 4. Stuttgart 1874. pp. 591–595
  10. ^ Johan Huizinga: Homo Ludens - From the origin of culture in play.
  11. ↑ FJJ Buytendijk: the nature and meaning of the game . Berlin 1933
  12. ^ H. Scheuerl: The game. Investigations into its nature, its pedagogical possibilities and limits . Weinheim and Basel 11th edition 1990
  13. ^ Siegbert A. Warwitz, Anita Rudolf: From the sense of playing. Reflections and game ideas . 4th edition, Baltmannsweiler 2016, ISBN 978-3-8340-1664-5
  14. ^ J. Waldschmidt: Maria Montessori. Life and work . Munich 2002
  15. ↑ U. Heimlich: Introduction to play education. An orientation aid for social, school and curative educational fields of work. Klinkhardt
  16. ↑ H. Frör: Playing with the matter. Kaiser, Munich
  17. ↑ W. Jokisch: Steiner Spielekartei: elements for the development of creativity, play and creative work in groups. Ökotopia
  18. ↑ A. Rudolf / SA Warwitz: Playing - rediscovered. Basics-suggestions-help. Freiburg 1982
  19. ↑ U. Baer: Spielpraxis - An introduction to play education.
  20. ^ St. Wassong: Playground and playgrounds. The gaming movement in the US and Germany 1870-1930 . Munich 2006
  21. ↑ A. wing man: New Games. The new games . Weidgarten 1980. 2nd edition
  22. ↑ T. Orlick: New cooperative games. More than 200 competitive free games for kids and adults . Weinheim and Basel. 4th edition 1996
  23. ↑ Ulrich Baer: 666 games for each group for all situations.
  24. ^ Rüdiger Gilsdorf, Günter Kistner: Cooperative adventure games - practical help for schools and youth work.
  25. ^ Siegbert A. Warwitz, Anita Rudolf: From the sense of playing. Reflections and game ideas . 4th edition, Baltmannsweiler 2016
  26. ^ H. Hoppe: Find and invent games. A guide to game practice. Berlin 2006.
  27. ↑ A. Rudolf / SA Warwitz: Playing - rediscovered. Basics-suggestions-help. Freiburg 1982
  28. ^ Ministry of Labor, 2000
  29. ↑ Sebastian Müller-Rolli (Ed.): Cultural education and cultural work. Basics. Fields of practice. Education. Juventa, Weinheim, Munich 1998.