This paper examines children’s play-community within computer games and arises the question: What community arises within the after school care Basen’s computer room and which opportunities and limitations can be seen within this community?
The project’s methodological framework is placed within the philosophical hermeneu-tics. The primary empirical knowledge is based on a field study at Basen, which contains of observations supported with a focus group interview with five children from the after school care. The papers theoretical foundation is compound of several theoretical inter-pretations which will act as analytical tools in the interpretative work of the analysis to describe how the conventional play culture is understood and how the community can be defined referring to the community, which we have observed at Basen. The theoreti-cal interpretations are derived from; Simon Egenfeldt-Nielsen, Jonas Heide Smith, Peter Ø. Andersen, Jan Kampmann, Thomas Hylland Eriksen, Basil Bernstein, Etienne Wenger and Svend Brinkmann. The main theoretical perspectives relate to key concepts of communi-ty, computer games, play-community, belonging interest, fantasy, commitment, norms and language.
The paper’s analytical framework is built into four parts: First a description and reflec-tion about the commercial computer game Fortnite which is the most played computer game by the children in the after school care. Second will follow an analysis of how the computer room at Basen can be viewed as bipartite, as the children both orientate themselves within the physical social room that is bound to the rooms physicals limits and also the digital social room that constitutes the computer game. Furthermore, the parents to the children and the pedagogue’s explicit rules and also the children's own implicit norms will be analysed in proportions to which opportunities and limits they create for the children’s community. Third the analysis will focus on computer games as a new form of play hence to argue that computer games can be seen as a computer-play for the children. Final, in the fourth part of the analysis, the importance of gender will be discussed. Including how gender can be seen as a limitation for the belonging interest to the play-community.
The study concludes that there occurs a strong play-community when children play computer games, at the after school care, which extends over both the physical social room and the digital social room. This play-community is based on interests, commit-ment, fantasy, norms, language and a belonging interest, where limitations and opportu-nities should be seen in relation to the adult’s explicit rules and the children’s implicit norms.
|Educations||Educational Studies, (Bachelor/Graduate Programme) Graduate|
|Publication date||29 May 2018|
|Number of pages||59|