Sociální pedagogika | Social Education 83

Volume 4, Issue 2, pp. 83–84, November 2016

ISSN 1805-8825

Review

Suchánková, E. (2014). Hra a její využití v předškolním věku [Play and its use

in pre-school age]. Praha: Portál.

Children’s play belongs to highly topical subjects in the area of pre-

school education. Play and a child are inseparable as important

activities, by means of which children develop, learn to assert

themselves and solve problems, especially within a group of their

peers. Play reflects development-conditioned changes related to the

development of pro-social behaviour. Adults, especially educators

(tutors) and teachers should understand children’s play, create

desirable conditions for it, use it as a tool for children’s development

and a tool of pedagogical diagnostics, etc. This requires an

abundance of specialized knowledge.

The author of a publication called “Hra a její využití v předškolním

věku” (Play and Its Use in Pre-School Age) has approached this area

in a comprehensive manner. She has set a goal to theoretically

address specific features of play and provide readers with practical

information, procedures, and ideas how to use a play when meeting the pre-school education

objectives with regard to age-related and individual special features of children. The text of the

publication is divided into four main chapters within which the author addresses play from different

points of view. The content of the book demonstrates that the individual chapters are elaborated

and interconnected, which allows readers to gain information gradually and in a logical context.

In the first chapter called “Hra pohledem současnosti” (Play in the Presence) the author describes a

play and its principal features as viewed by various authors. A major part of the chapter consists of a

sub-chapter dealing with the relation between play, learning, work and motivation. In this context,

the author focuses in detail on internal and external motivation. She highlights making use of positive

motivation, but also the risk of negative motivation applied especially as part of incorrect educational

styles. In this chapter readers can find a mention of pedagogical and social constructivism or a

humanistic approach to education (Rogers, Maslow). I believe that readers would appreciate more

information on the approach to children’s education and development as viewed by these important

individuals as their opinions are still highly topical and current pre-school education is based on them

because they are representative of the humanistic approach to education which requires mutual

understanding and respect of those engaged in the educational process.

Chapter two called “Hra v období předškolního věku” (Play in Pre-School Age) focuses on pre-school

children’s play. The author expresses the substance of play in this period quoting A. S. Neill:

“Childhood means play and children can never grow tired of play.” The author deals with significance

of play. She describes the specific features and classification of play in direct relation to the pre-

school age as a specific development stage. Children’s play goes through qualitative changes, which

are directly related to development stages. Knowing these specific features allows teachers to

approach children and their play in a competent manner and, thus, provide children with desirable

space for their play. Teachers and also students often find it difficult to be well versed in the

classification of play. The author did not omit this area and provides readers with information on the

classification of play in terms of various approaches (the level of guidance, organisation, kind of

activity, etc.), which allows readers to have a comprehensive knowledge of children’s play. In the last

sub-chapter of the second chapter the author focuses on toys, their importance and suitability for

pre-school children’s play. In this aspect, the author also provides references to important

documents in which adults can find out what is necessary for buying toys that are harmless to health.

84

Šmelová / Suchánková, E. (2014). Hra a její využití v předškolním věku. Praha: Portál

Chapter three called “Hra v pojetí předškolního vzdělávání” (Play Approached by Pre-School

Education) is already elaborated in the context of current pre-school education. It is already situated

into the specific conditions of a nursery school and its curriculum. The basis of this chapter is formed

by a sub-chapter focusing on individualization in pre-school education, which represents the principal

idea and basis of the current philosophy of pre-school education in Czech nursery schools. The

author briefly summarizes the changes to the paradigms and approaches in historical context. The

text continues with the current approach to play within the pre-school curriculum. It is suitably

completed with examples from nursery school practice. It also describes the issue of spontaneous

and controlled play activities. In this part, the author uses the term “day regime”, which the current

curriculum does not use any longer. It is more suitable to use the term “daily programme” and follow

the terms of the applicable pre-school curriculum. Knowing the substance of spontaneous and

controlled activities and being able to plan them correctly and in a non-violent manner is certainly a

feature of “mastering teaching,” which develops during the pedagogical practice in relation to

professional knowledge. The chapter also deals with the area of pedagogical diagnostics, planning of

play activities and preparation of an environment for children’s play. The author introduces and

explains possible approaches when including play activities on usual days of a nursery school in

accordance with the pre-school curriculum. It must be highlighted here that this part also includes

the risks that the teacher should eliminate as much as possible. This area is usually not addressed

much. I also appreciate the emphasis on the consistency of the pre-school curriculum on national

– school and class level of the curriculum.

Chapter four called “Hra jako prostředek individualizace v předškolním vzdělávání” (Play as a Tool for

Individualization in Pre-School Education) represents the theoretical bases resulting into a number of

methodical procedures and recommendations for nursery school teachers concerning planning of

play activities at the level of the school and class emphasizing individualization. In this part the text is

completed with numerous charts allowing readers to understand the text better with regard to the

particular conditions of education.

Reviewers are expected to have a critical opinion on a specialized text and thus to point out some

weak points of the publication. If we take into account that the text is intended not only for

pedagogues but also for teachers, it cannot be reproached at all. It is presented in a sophisticated,

yet easy to understand language. It creates a comprehensive view of the pre-school play issue. The

publication is certainly very good and both pedagogues working with pre-school children, and

students preparing for this occupation should acquaint themselves with it.

It is a high-quality specialized publication, which readers can use not only to obtain theoretical

findings but also numerous impulses for direct work with children.

Eva Šmelová

Pedagogical Faculty, Palacký University in Olomouc