Why use board games in leisure-time centres? Prominent staff discourses and described subject positions when playing with children.

Autor/inn/en	Haglund, Björn; Peterson, Louise
Titel	Why use board games in leisure-time centres? Prominent staff discourses and described subject positions when playing with children.
Quelle	In: International journal for research on extended education, 5 (2017) 2, S. 188-206 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v5i2.06
URN	urn:nbn:de:0111-pedocs-221480
Schlagwörter	Spielerisches Lernen; Umfrage; Denkfähigkeit; Umfrage; Freizeit; Freizeiteinrichtung; Spiel; Freizeitgestaltung; Schweden; Brettspiel; Diskursanalyse; Kinderbetreuung; Kinderbetreuung; Brettspiel; Spiel; Soziale Kompetenz; Außerschulischer Lernort; Diskursanalyse; Freizeiteinrichtung; Freizeitgestaltung; Freizeit; Schweden
Abstract	Board games are traditionally seen as an important Swedish leisure-time centre activity, but research regarding this activity is sparse. This study aims to fill part of that void through a web survey directed to members in a closed Facebook group focusing on leisure-time centres. Fifty-five informants' answers were analysed using critical discourse analysis to find why staff at leisure-time centres use board games. The article also discusses the subject positions the staff use when playing board games with the children. The results reveal four prominent discourses, which were termed: supporting social structure, learning social competence, substituting digital games, and learning cognitive abilities. The results also reveal three subject positions while playing board games: developer, supervising judge, and participant. The informants' discourses regarding their reasons for using board games and the positions the staff settled into while playing board games drew mostly from a social pedagogical arena. However, features that emphasize traditional school related content are also evident. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4