“So, We Can’t Play”

Limitations to Play at School in Periods of Educational Transition in Chile

Bibliographic Data

ID22049271
AuthorsPablo Rupin (0000-0001-7255-9004, University of O'Higgins, corresponding author), Carla Muñoz (0000-0001-5968-6076, Catholic University of the Maule), Daniela Jadue-Roa (University of O'Higgins)
Year2023
Volume13
Issue3
Pages317
Publication date2023-03-19
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13030317
OpenAlexW4327959709
LanguageEN
Citations received2
References cited29

Based on a reflection on the tensions between play, education, and learning in early childhood, this article aims to identify and analyze the factors that limit or negatively condition the possibilities for play at school during the transition between early childhood education and primary education in Chile. The study was conducted in four Chilean schools, with the transition levels of Chilean early childhood education (children aged 4 and 5) and the first two levels of primary education (children aged 6 and 7). Based on an ethnographic approach, we combined 22 ethnographic observation days spread over two consecutive years and 59 interviews of various types with children, educators, and parents. The results show structural and material limitations on school play that mainly affect children in primary education. Beyond, factors associated with routines, indications, and statements governing functioning and participation in this level tend to limit or prevent play, often considered a “non-legitimate” activity. Conclusions highlight the potentialities that children’s restricted or resisted play can present in terms of learning

Critical reflection · Developmental psychology · Early childhood · Early childhood education · Ethnography · Pedagogy · Primary education · Sociology · Child Development and Digital Technology · Children's Rights and Participation · Early Childhood Education and Development · Psychology

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Open DOIOpen Access