Zinurova R.R. Play as a myth: formulation of the problem
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To cite this article:
Zinurova R.R. Play as a myth: formulation of the problem // Preschool Education Today. 2012, Issue 3 -
p. 58–59.
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Abstract
The author analyzes a play in mythological context. Understanding of a game as a myth allows us to consider it from a psychological standpoint and also from the standpoint of cultural genesis. The importance and the need of studying this issue are dictated by the understanding of personality as a source of culture. Roles in children’s games have the property of transferability. Through the action of substitution it is possible to switch to a different system of meanings. Property of translatability of role gives children an opportunity to be what they want. At the same time children can operate freely within an imaginary world, and remain present in the real one. A game is thus a multi-dimensional space, which is also true for a myth. The existence of binary oppositions in a game not only leads to appearance of contradiction, conflict and intrigue – this contradiction inevitably leads to emergence of the new: lines in the plot, expressive and representational means, new roles and dialogues. The main outcome of a game is the birth of the subject. The child has the opportunity not only to implement the content of social relations that exist as cultural norms, but also has the ability to produce new relations, new content or new contexts. In this case, a child goes beyond the existing social stereotypes. Understanding of a game as a myth suggests the existence of a special type of thinking among preschoolers.