Oyun, Oyun Kuramları ve Öz Belı̇Rleme: Oyun Alanlarına Bütüncül Bı̇r Bakış

Yıl 2024, Cilt: 2 Sayı: 1, 30 - 49, 31.10.2024

Güniz Sağocak , Güler Ufuk Demirbaş

Öz

Oyun, çocuk gelişimi için son derece önemlidir ve duygusal, bilişsel, sosyal, yaratıcı ve fiziksel büyümeyi geliştirir. Oyun alanları, bu gelişimsel süreçleri kolaylaştırmak için en gerekli çevrelerden birini temsil eder. Son yıllardaki tasarım gelişmeleri, çocukların ihtiyaçlarını karşılamak için psikolojik teorileri birleştirmeye başlamıştır. Oyun alanları, bu tür gelişimsel süreçleri kolaylaştıran en temel çevresel ortamlardan birini temsil eder. Oyun alanı tasarımındaki son gelişmeler, çocukların ihtiyaçlarını karşılamak için nadiren psikolojik teorileri de içermektedir. Bu makale, kendi kaderini tayin teorisinin oyun alanlarının tasarımına uygulanma potansiyelini incelemektedir. Ayrıca, Huizinga, Sutton-Smith, Caillois ve Bateson tarafından özetlenen oyun ilkelerinin zenginleştirici ve destekleyici bir ortam yaratmak için nasıl uygulanabileceği de ele alınmaktadır. Makale, oyunun özellikleri ve işlevleri hakkında benzersiz olan şeylere işaret etmekte ve ayrıca çeşitli oyun deneyimlerinin gerekliliğine işaret etmektedir. Makale ayrıca, öz-belirleme teorisinin (SDT) oyun alanı tasarımında açık bir şekilde uygulanmasını incelemekte ve özelliklerinin özerk karar verme ve beceri gelişimini nasıl teşvik edebileceğini vurgulamaktadır. Makale, SDT temelli oyun alanı tasarımlarının potansiyel avantajlarını özetleyerek sona ermektedir. Oyunun tüm yönlerini destekleyen en uygun tasarımı bulmak için daha fazla araştırma yapılması gerekecektir. Oyunun çeşitli yönlerini anlayarak ve dikkate alarak, çocukların büyümesini ve refahını teşvik eden oyun alanları tasarlamak mümkündür, çünkü bunlar sağlıklı ve mutlu çocuklukların temelini oluşturur.

Anahtar Kelimeler

Oyun, Oyun Kuramları, Çocuk Gelişimi, Oyun Parkları, Öz Belirleme Kuramı (SDT).

Play, Theories of Play, and Self-Determination: An Integrated Perspective on Playgrounds

Öz

Play is crucial for child development and enhances emotional, cognitive, social, creative, and physical growth. Playgrounds represent one of the most vital environments for facilitating these developmental processes. Recent design developments have started incorporating psychological theories to meet children's needs. Playgrounds represent one of the most fundamental environmental settings facilitating such developmental processes. Recent advancements in playground design have rarely incorporated psychological theories to cater to the needs of children. This paper examines the potential for applying self-determination theory to the design of playgrounds. Also, this paper considers how the principles of play, as outlined by Huizinga, Sutton-Smith, Caillois, and Bateson, can be applied to create an enriching and supportive environment. The paper points out what is unique about the characteristics and functions of play and further indicates a requirement for various play experiences. The paper also examines the explicit application of self-determination theory (SDT) in playground design, emphasizing how its features can foster autonomous decision-making and skill development. The paper concludes by outlining the potential advantages of SDT-based playground designs. Further research will be required to find an optimal design that promotes all aspects of play. By understanding and considering the various aspects of play, it is possible to design playgrounds that encourage children's growth and well-being, as these provide the foundation for healthy and happy childhoods.

Anahtar Kelimeler

Play, Play Theories, Child development, Playgrounds, Self-Determination Theory (SDT).

Kaynakça

• Bateson, G. (1972). Steps to an Ecology of Mind. Ballantine Books.
• Bateson, P., & Martin, P. (2013). Play, Playfulness, Creativity, and Innovation. Cambridge University Press.
• Berk, L. E. (2006). Child Development. Allyn & Bacon.
• Bodrova, E., & Leong, D. J. (2005). Tool of the Mind: The Vygotskian Approach to Early Childhood Education. Pearson.
• Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Avery.
• Bundy, A. C., Luckett, T., Tranter, P. J., Naughton, G. A., Wyver, S. R., Ragen, J., & Spies, G. (2009). The risk is that there is 'no risk': A simple, innovative intervention to increase children's activity levels. International Journal of Early Years Education, 17(1), 33-45.
• Caillois, R. (1961). Man, Play and Games. University of Illinois Press.
• Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452.
• Chudakoff, H. P. (2007). Children at Play: An American History. New York University Press.
• Corsaro, W. A. (2015). The Sociology of Childhood. Sage.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
• Erikson, E. H. (1963). Childhood and Society. Norton.
• Fjørtoft, I. (2004). Landscape as playscape: The effects of natural environments on children's play and motor development. Children, Youth and Environments, 14(2), 21-44.
• Frost, J. L. (2010). A History of Children's Play and Play Environments: Toward a Contemporary Child-Saving Movement. Routledge.
• Gabbard, C. P. (2015). Lifelong Motor Development. Pearson.
• Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
• Göncü, A., & Gaskins, S. (Eds.). (2007). Play and Development: Evolutionary, Sociocultural, and Functional Perspectives. Lawrence Erlbaum Associates.
• Gray, P. (2013). Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. Basic Books.
• Herrington, S., & Brussoni, M. (2015). Beyond physical activity: The importance of play and nature-based play spaces for children's health and development. Current Obesity Reports, 4(4), 477-483.
• Hirsh-Pasek, K., & Golinkoff, R. M. (2003). Einstein Never Used Flashcards: How Our Children Really Learn--and Why They Need to Play More and Memorize Less. Rodale.
• Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A Mandate for Playful Learning in Preschool: Presenting the Evidence. Oxford University Press.
• Huizinga, J. (1955). Homo Ludens: A Study of the Play-Element in Culture. Beacon Press.
• Kytta, M. (2003). Children in outdoor contexts: Affordances and independent mobility in the assessment of environmental child-friendliness. International Journal of Environmental Research and Public Health, 3(2), 145-165.
• Moore, R. C. (1986). Childhood's Domain: Play and Place in Child Development. American Journal of Play, 3(2), 145-165.
• Nicholson, S. (1971). How not to cheat children: The theory of loose parts. Landscape Architecture, 62(1), 30-34.
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
• Pellegrini, A. D. (2009). The Role of Play in Human Development. Oxford University Press.
• Piaget, J. (1962). Play, Dreams, and Imitation in Childhood. Norton.
• Rideout, V. J. (2015). The Common Sense Census: Media Use by Tweens and Teens. Common Sense Media.
• Russ, S. W. (2004). Play in Child Development and Psychotherapy: Toward Empirically Supported Practice. Routledge.
• Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press.
• Sandseter, E. B. H. (2009). Children's risky play in early childhood education and care. Journal of Early Childhood Research, 7(2), 89-110.
• Sutton-Smith, B. (1972). The Folkgames of Children. University of Texas Press.
• Sutton-Smith, B. (1986). Toys as Culture. Gardner Press.
• Sutton-Smith, B. (1997). The Ambiguity of Play. Harvard University Press.
• Sutton-Smith, B. (1999). Evolving a consilience of play definitions: Playfully. In S. Reifel (Ed.), Play and Culture Studies, Vol. 2. Ablex Publishing.
• Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, 271-283.
• Vansteenkiste, M., Ryan, R. M., & Deci, E. L. (2020). Self-determination theory and the explanatory role of psychological needs in human well-being. In L. R. Knoop & A. Delle Fave (Eds.), Well-Being in Positive Psychology. Routledge.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play: A report on the value of children's play with a series of policy recommendations—Toys Industries of Europe (TIE).