Using LEGO: Play and reflection
Translated title
Leg og refleksion
Author
Jensen, Hanne
Term
4. term
Education
Publication year
2012
Submitted on
2012-05-31
Pages
52
Abstract
This thesis responds to concerns that play is being displaced by early, teacher-directed instruction and examines how play and reflection can be combined in teacher training to support children’s development and readiness for a complex, uncertain world. Drawing on the author’s role as an educational advisor in the LEGO Foundation’s Care for Education program, it adopts an action research approach that blends practice-based insights with theory on play types, developmental benefits, and the articulation of embodied experiences. Informed by M.K. Warford’s Vygotsky-inspired model of adult learning, the work proposes a training strategy centered on participation, hands-on engagement with activities and bricks, and systematic inclusion of teachers’ own experiences to enhance relevance and transfer to practice. It situates LEGO learning concepts within theoretically grounded and practice-justified frames and aligns with the foundation’s values and view on learning. Specific empirical findings are not presented in this excerpt, but the thesis concludes by discussing the strategy’s potential and limitations for strengthening CfE's training efforts.
Specialet tager afsæt i bekymringen for, at leg fortrænges af tidlig, skemalagt undervisning, og undersøger hvordan leg og refleksion kan sammentænkes i lærertræning for at understøtte børns udvikling og forberede dem på en kompleks og usikker verden. Med udgangspunkt i forfatterens rolle som pædagogisk rådgiver i LEGO Fondens program Care for Education anvendes en aktionsforskningstilgang, der kombinerer praksisnære erfaringer med teori om legetyper, udviklingsmæssige gevinster og italesættelse af kropsligt forankrede erfaringer. Inspireret af M.K. Warfords Vygotsky-baserede tilgang til voksenlæring præsenteres en træningsstrategi, der bygger på deltagelse, direkte erfaring med aktiviteter og klodser samt systematisk inddragelse af undervisernes egne erfaringer for at øge relevans og transfer til praksis. Arbejdet placerer LEGO-læringskoncepter i teoretisk velfunderede og praksisbegrundede rammer og relaterer til fondens værdier og læringsforståelse. Konkrete empiriske resultater fremgår ikke af dette uddrag, men specialet afslutter med at diskutere strategiens muligheder og begrænsninger for at styrke CfE's træningsindsats.
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