Lifeworld Experiences of Pupils during Play

Situations in which pupils play freely can promote interaction about their lifeworld. According to Flitner (2009), social issues can be better addressed in play situations and pupils can open up their own peer-cultural and meaningful aspects in play than in school lessons (Flitner, 2009; Heimlich, 2023). Games are didactically convincing because cognitive aspects are promoted in a motivating way. Nevertheless, it should be noted that less importance is attached to free play in particular than to guided play, although it is favoured by the children (Ceglowski, 1997; Jäger, 2011). This article looks at free play and asks how lifeworld experiences are used for interaction. To this end, it examines a play situation during break time in which pupils are engaged in construction play. Video material from my doctoral project is used to present initial findings from an inclusive primary school, analysed using the documentary method (Martens & Asbrand, 2022; Bohnsack, 2021). In this way, verbal and non-verbal

interactions as well as spatial and material aspects are included in the analysis. The situation shows that there is a connection between lifeworld references and non-verbal behaviour during play. Despite the different orientations of the players, there is agreement about their social roles. Lifeworld experiences and references are used as a connecting element in play. [Publisher's Text]

30253 characters.