Nuevas Estrategias de Operación

The pilot study entitled ‘What factors contribute to children’s empowerment in child-

initiated social play?’ (conducted in June 2011) reviewed video footage of 2-4 year old

children in child-initiated, social play situations in three different early years settings.

Further details of the pilot study are outlined in chapter 4.1 however, from the pilot the

beginnings of a definition of empowerment for children engaged in child-initiated, social

play started to take shape. The limited amount of data analysed from the pilot study

signposted towards two main factors supporting the process of empowerment: human

factors focusing on the social and emotional investment needed by children to participate

in play and material factors focusing on how children engage with the environment and

resources available to them.

2.7.1 Human factors

The play behaviours from the pilot study associated with human factors supporting a

process of empowerment include children taking risks, having their contributions valued

and being able to express their views. Children may challenge themselves through

pushing their physical limits or encourage other children to try something new in order to

sustain a play situation. Ball et al., (2008) argue that children have an active appetite for

risk and will seek out ways in which they test their physical boundaries. In taking risks,

Gill (2007) suggests that children develop a better understanding of their physical

environment and what they can achieve, giving them confidence to try something new or

set themselves a challenge. Risk taking also motivates children to engage with other

achieve their goals. Becoming involved in established social play is also an emotional risk

children take in joining in for the first time or expressing their interest in case they are

rejected by an established group of children. Neihart (1999) explains emotional risk as an

individual and conscious decision to be in a position open to rejection and vulnerability.

Emotional risk taking is sometimes more challenging to identify in young children’s play

because it is often understated and personal to the child (llardo, 1992). However it is

potentially more rewarding if their risk is consequently repaid through being accepted and

being able to participate in different play situations.

Taking an emotional risk also involves expressing opinions and although many children

find this straightforward in play situations, having contributions valued by other children

can be challenging, especially in a large group of children. Children can use a range of

different modes of expression and communication with peers to show their preferences,

but Buckley (2003) considers that both interactive and constructive actions from children

are also important. This is because when children are engaged with their immediate

surroundings they are focused and involved in play that helps them to develop their social

awareness, listening and sharing skills. They are actively involved in play and co-

constructing meaning from what they are doing (Buckley, 2003).

2.7.2 Material factors

The material factors that the pilot study highlighted as significant for children’s

empowerment included the places and spaces where children play, the materials and

equipment that are available to them and using those materials in different and creative

ways.

Pramling Samuelsson and Carlsson (2008) argue that the context of children’s

experiences. Children have the capacity to adapt the resources and space they have to

explore and experiment with ideas. Csikszentmihalyi (1997, p1) explains that ‘creativity is

a central source of meaning in our lives...most of the things that are interesting, important

and human are the results of creativity’. It is not surprising that the material factors of

children’s play are closely linked with creativity as it plays a central role in children’s

interactions with their environment, their peers and the different adults that they come into

contact with. Children experiment with new thoughts and ideas and are curious to find out

new things; they do this predominantly through playing with the resources available to

them and exploring their environment. Jeffrey and Craft (2006) see children’s

engagement with creativity involving open adventures where children explore and develop

knowledge and learning through trial and error. As a result, Sawyer (1997) considers

children’s play as a series of improvisations which are created on the spot and

perpetuated by the interplay between children, their environment and resources.

The environment is central to children’s play and Rogers (2000) argues that for any

creativity to emerge it needs to be nourishing and nurturing, which promotes a culture of

openness for new play opportunities to develop. The play environment supports

children’s exploration and curiosity allowing potential for following interests and

experimenting with ideas. Rogers (2000) also suggests that connections are made while

children play, stimulating opportunities for self-expression, problem solving,

communication and building social relationships. Play is about making meaningful

connections and using ideas and resources in new ways. This not only supports sharing

experiences with others, but widens children’s ability to feel able to participate. Pramling

Samuelsson and Carlsson (2008) agree that in children’s play they find ways to symbolise

and use objects that are meaningful to them. They argue that play puts a variety of

demands on children, especially when they are engaged in a sustained form of creative

play and what different objects and materials are supposed to be. This is where the

human factors outlined above and material factors of play come together signifying that

they are integrated and co-dependent.

As a result of the pilot study analysis an initial definition of empowerment is outlined here,

taking into consideration the sociocultural influence and power relationships that exist

within children’s play in different contexts.