Playing with open-ended material as experiences of democracy: The Waldorf case

Abstract

Using participatory observations accompanied by video and audio recordings, this article investigates how negotiations about play scripts evolve during play in two Waldorf kindergartens. In particular, this study aims to examine how child-initiated play can contribute to the development of basic democratic skills in early childhood. The concept of resistance proposed by Gert Biesta has been a theoretical starting point for analysis. Hence, this article investigates how and what kinds of resistance are offered through play negotiations with unprocessed, open-ended play materials typical of Waldorf kindergartens. The analysis reveals that resistance is offered by the play materials, previous play scripts, and play partners. In addition, open-ended play materials seemed to add more complexity to negotiations than industrially processed toys. Consequently, the risk of failure in such negotiations becomes more intrusive.