| Abstract | Istraživanja različitih povijesnih razdoblja potkrepljuju činjenicu da se djeca igraju.
Međutim,ne postoji sveobuhvatna definicija igre, tome se lakše pristupa preko definicije
onoga što ona nije. Freud je postavio prvu psihoanalitičku teoriju igre. On veže igru za
afektivno područje i polazi od pretpostavke da je svako ponašanje određeno impulsima ega i
ida, pa tako i igranje. Id zahtijeva ispunjenje želja bez odlaganja, a kako u stvarnosti vlada
"princip realiteta",a u igri "princip ugode", dijete pribjegava igri.Naime, ponavljajući
neugodnu situaciju u igri, dijete postaje sposobno ovladati anksioznošću,tj. konfliktnim
situacijama što dovodi do redukcije tenzije. Winnicott je, za razliku od Freuda, zaključio
upravo suprotno, a to je da pri igri gotovo nedostaje fizičko uzbuđenje temeljeno na uplitanju
instinkata, odnosno kada ovo uplitanje postaje vidljivo, igra se zaustavlja ili je uživanje u igri
pokvareno. Winnicott uvodi treće područje života kojeg označava kao intermedijarno
područje iskustva kojem doprinose unutarnji (psihički) realitet i vanjski život. Igranje nije
unutra, ali nije niti vani. Ono ima mjesto i vrijeme. Mjesto predstavlja potencijalni prostor u
kojem se otvara (preklapa,povezuje,stapa), područje iskustva dojenčeta i majke. Između
ostalih funkcija igre u razvoju djeteta, sposobnost igranja može imati važnu ulogu u
mentalizaciji. Za razliku od analitičara,Jean Piaget proučava igru u sklopu kognitivnog
razvoja i dovodi je u vezu sa strukturom misaonih aktivnosti. U razvojnom smislu "igra" je
proces i završna točka. Činjenica jest da igra pojačava neuralne veze i tako facilitira razvoj
mozga, a to je najjednostavniji način na koji djeca uvježbavaju vještine koje će im kasnije
trebati, te ta iskustva stvaraju visoke razine pozitivnog afekta koji dalje olakšava strukturni
rast. |
| Abstract (english) | Studies of various historical periods corroborate the fact that children play. However, there is
no comprehensive definition of play and it is easier to define it by means of what it is not.
Freud laid the first psychoanalytic theory of play. He combined play with the affective
domain and assumed that all behavior is determined by the impulses of the ego and the id,
including playing. Id requires fulfillment of desires without delay, and seeing how reality is
driven by the "reality principle" , and play is associated with the "pleasure principle", the
child turns to play. By reproducing unpleasant situations during play, the child becomes able
to control anxiety or conflicts, leading to the reduction of tension. Winnicott, unlike Freud,
concluded just the opposite, which is that play lacks physical excitement based on instincts'
interference, meaning when this interference becomes visible, the game pauses and playing is
spoiled when pleasure is involved. Winnicott introduces: the third part of the life of a human
being, a part that we cannot ignore, an intermediate area of experiencing, to which both the
inner reality and the external life contribute. Playing is not external nor inside,. It has a place
and time. The place is a potential space, an imaginary space between child and mother, where
the subjective and the objective overlap. Among other functions in a childs development, play
also has an important role in mentalisation. Unlike analysts, developmental psychologist Jean
Piaget studies play as part of cognitive development and releates it to the structure of thought
activity. In developmental terms "play" is the process and the endpoint. The fact is that play
enhances neural connections and thus facilitates the development of the brain, and it is the
simplest way in which children practice skills they will use later. These experiences will lead
to positive affect growth, which further facilitates the structural growth. However, another
psychoanalyst, Winnicott (1971), one of the "independent British psychoanalysts", along with
Fairbairn, Balint and Bowlby, gave the theory of play and explained where play is played and
what it's for. |
