In2Play- training course Danemarca 11-17.08.07

 "Efectele Trainingului…pai asta e mai greu de spus. Informatiile au fost multe si au gravitat in jurul ideii de joaca. Am inceput astfel prin a defini  jocul. Ce este jocul pt mine pt Miky sau poentru altii. Este o activitate, o faza, o etapa? In nici un caz. Jocul nu este o activitate. Este mai mult vazut in spatiul galez ca un proces prin care copilul trebuie sa treaca pentru a se dezvolta armonios, pt a capata experiente, pentru a se deconecta etc. Intocmai cum un pui de leu se joaca dea vanatoarea si are nevoie de asta pentru a invata la un momenta dat sa vaneze singur asa si copilul are nevoie de joaca. Este o abordare pe care galezii au surprins-o la animale si mai ales la mamifere dincare rezulta ca nu este un moft sau o activitate ci o nevoie absoluta, crucial. Atat de crucial incat Tara Galilor prin parlamentul ei a votat oi lege care defineste statutul jocului si cum ar trebui acesta sa se desfasoare, dar mai ales care sunt indatoririle celui care lucreaza cu cei mici. Jocul se petrece de multe ori spontan si nu poate fi numit joc daca lucratorul intervine in stabilirea unor reguli. Jocul este in mod exclusive spatial copilului sau ma rog al copiilor." 

 

 
The effects of the training….well that’s a little hard to explain. We received a lot of information mainly on play related subject. We started from the definition of the game. What’s a game for me, for Miky or for someone else. It’s an activity, a phase, a stage? Not really. The game is not an activity. It’s often seen in the welsh environment as a process that the child must go to in order to evolve, to learn new experiences and to disconnect from the harsh reality of every day life. Exactly like a lion cub plays in order to learn eventually how to hunt for real, the child needs to play. It’s an approach detected by welsh at animals and especially at mammals, therefore the play is not a luxury, is a natural, necessary and crucial activity. So crucial that the Welsh Parliament voted a law which defines the status of play and how should this take place, but mostly which are the duties of the one who’s working with the children. Often the game is spontaneous and it can not be named “game” if the worker is interfering in establishing the game rules. The game represents exclusively the children space.       

 

Mihai Avram si Mihaela Tache

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