摘要：This article analyzes the process of integration of the infant’s self when playing. It is a descriptive, qualitative, ethnographic research. Data were collected with 12 nurslings from a Public Nursery School for 72 hours during recreation time. Considering their movements, communication, and expressed intentionality, infants’ play was examined in order to identify creativeness in frequent, fluent and focused actions. Those subjects choose inanimate objects to play with, which allows inferring their need for possessing and manipulating objects. According to Winnicott’s theory, their actions were interpreted as evidence of as a state of almost complete absent-mindedness, which suggests that they experienced playing as an activity integrating their selves as oneness, also integrating with their environments. Therefore, playing deserves understanding and appreciation by professionals at Nursery Schools.
其他摘要：This article analyzes the process of integration of the infant’s self when playing. It is a descriptive, qualitative, ethnographic research. Data were collected with 12 nurslings from a Public Nursery School for 72 hours during recreation time. Considering their movements, communication, and expressed intentionality, infants’ play was examined in order to identify creativeness in frequent, fluent and focused actions. Those subjects choose inanimate objects to play with, which allows inferring their need for possessing and manipulating objects. According to Winnicott’s theory, their actions were interpreted as evidence of as a state of almost complete absent-mindedness, which suggests that they experienced playing as an activity integrating their selves as oneness, also integrating with their environments. Therefore, playing deserves understanding and appreciation by professionals at Nursery Schools.
