Students and preschool teachers in a play with children: Playfulness approached through the Ego States / Studenti i odgajatelji u igri s djecom: pristup igri posredstvom teorije stanja ega

Abstract

This paper presents the results of the research which approached playfulness through the concepts of Transactional Analysis. The aim of the survey (n1=61 students, n2=50 preschool teachers) was to determine the incidence of Ego States (the Child, the Adult, the Parent) during play with children. Although both teachers and students often use all three Ego States, the results show a statistically significant expression of the Adult Ego State of teachers, and a lack of expression of the Child Ego State of the students. Regression analysis indicates that the Adult Ego State predicts the participation of teachers and students in the play (β=-. 245; t=-2.64; p=.009), and t-test indicates the statistical significance of difference between means of the Adult and the Child in favour of teachers (Adult: t=2.718; p=.008; d=.5, Child: t=2.167; p=.0032; d=.42). During play, the Adult is regarded as the most productive basis for developing playfulness. The importance of shaping professional development towards developing knowledge and analytical experiences in the context (the Adult), and achieving spontaneity, and emotions during play (the Free Child) is underlined. Key words: early childhood education; ego states; playing competences; transactional analysis. This paper presents the results of the research which approached playfulness through the concepts of Transactional Analysis. The aim of the survey (n1=61 students, n2=50 preschool teachers) was to determine the incidence of Ego States (the Child, the Adult, the Parent) during play with children. Although both teachers and students often use all three Ego States, the results show a statistically significant expression of the Adult Ego State of teachers, and a lack of expression of the Child Ego State of the students. Regression analysis indicates that the Adult Ego State predicts the participation of teachers and students in the play (β=-. 245; t=-2.64; p=.009), and t-test indicates the statistical significance of difference between means of the Adult and the Child in favour of teachers (Adult: t=2.718; p=.008; d=.5, Child: t=2.167; p=.0032; d=.42). During play, the Adult is regarded as the most productive basis for developing playfulness. The importance of shaping professional development towards developing knowledge and analytical experiences in the context (the Adult), and achieving spontaneity, and emotions during play (the Free Child) is underlined. Key words: early childhood education; ego states; playing competences; transactional analysis.