Barns lek och autonomi i förskolan

Institutionen f(cid:246)r information och kultur (IKK) Praktisk filosofi ISRN Barns lek och autonomi i f(cid:246)rskolan En filosofisk granskning av barnets och lekens etiska st(cid:228)llning i den svenska f(cid:246)rskolan Erik Jersenius Handledare: Annika T(cid:246)rnstr(cid:246)m Examinator: Annika T(cid:246)rnstr(cid:246)m Upphovsr(cid:228)tt Detta dokument h(cid:229)lls tillg(cid:228)ngligt p(cid:229) Internet (cid:150) eller dess framtida ers(cid:228)ttare (cid:150) under 25 (cid:229)r fr(cid:229)n publiceringsdatum under f(cid:246)ruts(cid:228)ttning att inga extraordin(cid:228)ra omst(cid:228)ndigheter uppst(cid:229)r. Tillg(cid:229)ng till dokumentet inneb(cid:228)r tillst(cid:229)nd f(cid:246)r var och en att l(cid:228)sa, ladda ner, skriva ut enstaka kopior f(cid:246)r enskilt bruk och att anv(cid:228)nda det of(cid:246)r(cid:228)ndrat f(cid:246)r ickekommersiell forskning och f(cid:246)r undervisning. 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For additional information about Link(cid:246)ping University Electronic Press and its procedures for publication and for assurance of document integrity, please refer to its www home page: http://www.ep.liu.se/. ' Erik Jersenius 2 Abstract This essay is a philosophical investigation of the relation between children and their play. My aim is to see if children are autonomous when it comes to their play. Is there a moral boundary between those who take part in the play and those who do not? This topic is especially important when it comes to the moral status of a child in the Swedish preparatory school. How should educationists act when it comes to children(cid:146)s play? I begin my investigation by examine the relation between philosophy and pedagogy. I found four traditions of pedagogy influenced by philosophers and theorists between the 16th and 20th century. These traditions are Analytical Pedagogy, Reform Pedagogy, Hermeneutic Pedagogy and Emancipatorical Pedagogy. In chapter two I examine the notion of play. I introduce methods for my analysis of suggested notions of play. Semantically I rely on the common sense tradition of ordinary language. I study if suggested notions of play are compatible with how we usually use the word (cid:147)play(cid:148). I state three values witch I mean constitutes good play. I claim that good play is carried out with free consent from those who participate, that the surroundings accept their seclusion and that the play has a special meaning for those who play. I list four kinds of play that often are observed. These four kinds of play are play of exercise, play of imagination, play of pedagogy and rule games. I introduce six theories of play and analyse them to see if they are compatible with ordinary language and the three values of good play. None of the suggested notions is to the considered strange or ethically invalid. Each notion catches a sense of what we usually mean when we use the word play. This could be understood through Wittgenstein(cid:146)s notion (cid:147)family resemblance(cid:148). Each sense of the word play is a member of a family, they share some similar properties, but are not identical. In the third chapter I investigate if children are autonomous. I study the notion of autonomy and I find that there are two meanings of autonomy in ethics. (1) There are competences a person should have to be considered autonomous. (2) There is an intrinsic worth in each persons right to be considered autonomous. Then I examine if children are to be considered autonomous in some sense. I turn to the science of moral psychology to see if there are any empirical indications that children are to be seen as autonomous in the sense of (1) or (2). The research results of moral psychologist indicate that children are to be considered autonomous. In Chapter 4 I examine if there is a relation between children(cid:146)s play and their autonomy. I investigate in what sense my theory of good play is compatible with the notion of autonomy. First I study the relation between autonomy and the values in good play, and then I examine the relation between autonomy and the four kinds of play. I conclude that children are to be considered autonomous when it comes to their play. In the fifth chapter I analyse and criticise the Swedish preparatory school. I examine how each of the four traditions of pedagogy deals with play and the autonomy of children. I study the compatability with my theory of good play and their relation to the four kinds of play. I conclude that Reform Pedagogy and Hermeneutic Pedagogy are to be seen as most compatible with my theory of good play and children(cid:146)s autonomy. I study the influence the traditions of pedagogy have on the Swedish preparatory school. This leads to ideological conflicts between the different traditions of pedagogy. I then examine the role of play in the policy document of Swedish preparatory school and I find that play is seen as only an instrument for children(cid:146)s development. The worth in the children(cid:146)s preference to play is not mentioned at all. I argue for the need of some ethical recommendations how the educationalist should respond to children and their play. In chapter 6 I state my conclusions. I summarize my theory of good play, show how children are autonomous and why we should respect their play. I point at the lack of discussion about the worth of children(cid:146)s play in the Swedish preparatory school and argue that children(cid:146)s right to their play is a part of and a way to a good society. 3 4 F(cid:246)rord Ett stort tack till en stor filosof, min handledare Annika T(cid:246)rnstr(cid:246)m f(cid:246)r hennes tro p(cid:229) min idØ och hennes f(cid:246)rm(cid:229)ga att f(cid:246)rl(cid:246)sa mitt tankearbete. Jag vill (cid:228)ven tacka min familj, Tommy, Ing- Marie och Kristina Jersenius, f(cid:246)r deras st(cid:246)d och inspirerande diskussioner om barnuppfostran och svensk barnomsorg. Norrk(cid:246)ping, juni 2008 Erik Jersenius 5 6 Inneh(cid:229)llsf(cid:246)rteckning 1. Inledning........................................................................... 11 1.1 Bakgrund....................................................................................................................12 1.2 Syfte...........................................................................................................................12 1.3 Fr(cid:229)gest(cid:228)llning.............................................................................................................13 1.4 Materialbeskrivning....................................................................................................13 1.5 Filosofi och pedagogik................................................................................................14 1.5.1 Analytisk pedagogik.............................................................................................15 1.5.1.1 Bertrand Russell om pedagogiken.....................................................................15 1.5.2 Reformpedagogik.....................................................................................................16 1.5.2.1 Upplysningstidens reformpedagogik..................................................................16 1.5.2.2 Kindergarten och folkhemspedagogik................................................................17 1.5.2.3 Pragmatismens pedagogik.................................................................................19 1.5.1.3 Skillnader och likheter mellan analytisk pedagogik och reformpedagogik.........19 5.1.4 Hermeneutik, kritisk filosofi och pedagogik.........................................................20 1.5.5 Hermeneutisk pedagogik......................................................................................20 1.5.5.1 Dialogens pedagogik.........................................................................................21 1.5.6 Emancipatorisk pedagogik...................................................................................24 1.5.6.1 Pedagogik f(cid:246)r f(cid:246)rtryckta....................................................................................24 1.5.7 Skillnader och likheter mellan hermeneutisk- och emancipatorisk pedagogik.......25 2. Lekens mening och v(cid:228)rde ................................................. 27 2.1 Utg(cid:229)ngspunkter f(cid:246)r analys och kritik av lekteorier......................................................27 2.1.1 En spr(cid:229)klig utg(cid:229)ngspunkt.....................................................................................27 2.1.2 En v(cid:228)rdem(cid:228)ssig utg(cid:229)ngspunkt..............................................................................28 2.1.3 Lekens koncept och distinktioner.........................................................................29 2.1.4 Lektyperna och den goda leken............................................................................30 2.1 En fysiologisk lekteori................................................................................................32 2.1.1 Analys och kritik..................................................................................................33 2.2 Leken som psykosocial utveckling..............................................................................35 2.2.1 Analys och kritik..................................................................................................36 2.3 Leken som anpassning................................................................................................37 2.3.1 Analys och kritik..................................................................................................38 2.4 Huizingas lekdefiniton................................................................................................39 2.4.1 Analys och kritik..................................................................................................41 2.5 Winnicotts lekteori......................................................................................................43 2.5.1 Analys och kritik..................................................................................................43 2.6 Knutsdotter Olofssons definition av lek.......................................................................44 2.6.1 Analys och kritik..................................................................................................45 2.7 Diskussion och f(cid:246)rsta slutsatser...................................................................................46 2.8 Att definiera lek..........................................................................................................49 3. Barns autonomi................................................................. 51 3.1 Autonomibegreppet ....................................................................................................51 3.1.1 Autonomibegreppen och deras relation.................................................................52 3.2 Barn och autonomi......................................................................................................55 3.3 Piagets teori om barns moralutveckling.......................................................................55 3.3.1 Analys och kritik..................................................................................................57 3.4 Kohlbergs teori om barns moralutveckling..............................................................59 7 3.4.1 Analys och kritik..................................................................................................60 3.5 Gilligans kritik och syn p(cid:229) barns moraliska utveckling................................................62 3.5.1 Analys och kritik..................................................................................................64 3.6 Turiels teori om barns moralutveckling.......................................................................64 2.6.1 Analys och kritik..................................................................................................66 3.7 Om barns autonomi.....................................................................................................66 3.7.1 Barns autonomikompetens...................................................................................67 3.7.2 Barns r(cid:228)tt till autonomi.........................................................................................68 3.8 Slutsatser och diskussion.............................................................................................69 3.8.1 Moralpsykologin och barns autonomi...................................................................70 3.8.2 B(cid:246)r barn betraktas som autonoma?.......................................................................71 4. Lek och autonomi ............................................................. 73 4.1 En teori om god lek.....................................................................................................73 4.1.1 Lekens frivillighet................................................................................................73 4.1.2 Lekens avskildhet.................................................................................................74 4.1.3 Lekens meningsfullhet.........................................................................................76 4.2 Barns lek och autonomi...............................................................................................76 4.2 Barns lek och autonomi...............................................................................................77 4.2.1 Lekens frivillighet och barnets autonomi..............................................................77 4.2.2 Lekens avskildhet och barnets autonomi...............................................................79 4.2.3 Lekens meningsfullhet och barnets autonomi.......................................................81 4.2.4 Lektyper och autonomi.........................................................................................83 4.2.5 (cid:214)vningslek och barns autonomi...........................................................................83 4.2.6 Fantasileken och barns autonomi..........................................................................84 4.2.7 Pedagogisk lek och barns autonomi......................................................................86 4.2.8 Regelleken och barns autonomi............................................................................87 4.3 Barns lekautonomi......................................................................................................88 5. Leken och pedagogiken .................................................... 89 5.1 Analytisk pedagogik och lek.......................................................................................89 5.1.1 Den analytiska pedagogiken och lekens v(cid:228)rden....................................................90 5.1.2 Analytisk pedagogik och lektyper ........................................................................91 5.2 Reformpedagogik och lek...........................................................................................91 5.2.1 Reformpedagogik och god lek..............................................................................92 5.3 Hermeneutisk pedagogik och lek.................................................................................93 5.3.1 Hermeneutisk pedagogik och lekens v(cid:228)rden.........................................................93 5.3.2 Hermeneutisk pedagogik och lektyper..................................................................94 5.4 Emancipatorisk pedagogik och lek..............................................................................95 5.4.1 Emancipatorisk pedagogik och lekens v(cid:228)rden.......................................................95 5.4.2 Emancipatorisk pedagogik och lektyper...............................................................96 5.5 F(cid:246)rskolan, leken och barns autonomi..........................................................................96 5.5.1 V(cid:228)rdegrunden i svensk f(cid:246)rskola ...........................................................................97 5.5.2 De pedagogiska perspektivens f(cid:246)rankring i den svenska f(cid:246)rskolans v(cid:228)rdegrund...97 5.5.2.1 Den analytiska pedagogiken och f(cid:246)rskolan........................................................98 5.5.2.2 Reformpedagogiken och f(cid:246)rskolan....................................................................98 5.5.2.3 Den hermenutiska pedagogiken och f(cid:246)rskolan...................................................98 5.5.2.4 Den emancipatoriska pedagogiken....................................................................98 5.5.2.5 IdØkonflikter i f(cid:246)rskolan....................................................................................99 5.5.3 F(cid:246)rskolans v(cid:228)rdegrund och leken...........................................................................100 5.6 Slutsatser..................................................................................................................100 8 5.6.1 Lek, pedagogik och ansvar.................................................................................101 5.6.2 Den destruktiva leken.........................................................................................102 6. Slutsatser och diskussion ................................................ 103 6.1 Den goda leken.........................................................................................................103 6.2 Barns autonomi.........................................................................................................103 6.3 Barns autonomi och lek.............................................................................................105 6.4 Pedagogik och f(cid:246)rskoleverksamhet...........................................................................105 6.5 Leken och det goda samh(cid:228)llet...................................................................................105 K(cid:228)llf(cid:246)rteckning................................................................... 107 9 10