Abstract
The central tenet of this research project is to identify the culture of play amongst foundation phase children at an Independent school. With this knowledge the researcher was able to identify how the children’s culture of play influenced play therapy sessions and furthermore, if play therapy is indeed a useful therapeutic and educational technique for these specific children, who experience emotional and developmental barriers.
This ethnographic study intended to share the voices of the foundation phase children at the Independent school. The researcher aimed to give a cultural interpretation that allowed the journey to be shared by the reader (Wolcott, 1999:67-68). The journey has therefore, been a personal one on two levels firstly on an academic level, and secondly as a means of self-reflection.
The main data collection technique employed was participant observation. Which included the use of field-work and note-taking on the playground. As well as the use of the children’s drawings, incomplete sentences and interviews. Two foundation phase educators were also interviewed to add the thickness required of an ethnography. Additionally the researcher made use of artefacts which included: photographs, snippets of process notes and conversations with the participants, and her personal journal of play.
The findings demonstrated that the children have not lost the art of creative and imaginative play. Rather they have developed a very specific culture of play. Some of the participants play and therefore, creativity are sometime delayed due to the emotional and developmental barriers they experience. Moreover, the children’s culture of play is largely influenced by, and in turn influences, the bio-
ecological systems that they operate within (Landsberg, Krüger & Nel, 2005: 13). The above findings enabled the researcher to conclude that play therapy is indeed a valid and viable therapeutic technique to employ with these specific learners.
Dr. E. Fritz