How play becomes educational: case study in an out-of-school club in France
Abstract
Based on direct observations in an out-of-school club in France, this paper discusses the different forms of actions grouped under the general term of ‘play’ initiated either by the children or their animateurs. After presenting the fieldwork, the first part of the paper aims to untangle the complex web of frameworks that organise out-of-school times and spaces depending on the different engagements and levels of involvement on the part of the children and their animateurs. The analysis then describes how games and other organised play activities can be formalised through an educational process led by adult agenda and contribute to a better understanding of the complexity of the relationships between leisure and education.
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