Men er det egentlig lek? En teoretisk drøfting av den autonome lekens plass i en institusjonalisert barndom

Abstract

This article discusses the condition for child’s play when kindergartens are given a defined role in a
child’s educational career with clear expectation towards learning-outcomes. When a unified approach
to learning presupposes that both formal and non-formal activities should be linked to learning-objectives, the child’s play could be a subject for evaluation and adult intervention to realize its learning potential at the expense of the natural flow in play. The school’s balancing between the ideal of Bildung
and management by objectives may influence the kindergarten sector as well. What play in the perspective of learning-outcome is depending on, is what play in the perspective of Bildung strives to avoid.
The article argues that the autonomy of child’s play should be protected from learning-objectives if
kindergartens shall be able to contribute to the process of Bildung.