Stimulation Paper presents the results of a research that was built on contextual knowledge from our previous studies on the students and preschool teachers’ play competencies, looking at playfulness through the prism of basic concepts of Transactional Analysis. In survey (n1=61 students, n2=50 preschool teachers), an aim was to determine the incidence of their Ego States (Child, Adult, Parent) during play with children, and to compare these two groups.
Although, both teachers and students, often use all of three Ego States, the results show a statistically significant expression of the Adult ego state in teachers, and a lack of expression of the Child ego state in students. Regression analysis indicates that Adult ego state predicts the participation of teachers and students in the play (β = -. 245; t = -2.64; p= .009), and t-test indicates the statistical significance of difference between means of Ego States Adult and Child of the teachers and students in a favor of teachers (for Adult: t=2.718; p=.008; d=.5, for Child: t=2.167; p=.0032; d=.42). Adult ego state during the play is regarded as the most productive basis for developing the play roles. Adult analyzes, defines reality (Analytical Adult, according to Kuijt, 1980), but also takes into account the ethos of the play, cooperates, empathizes and behaves assertive (Experiential Adult). The importance of shaping university education and professional training towards developing understanding and analytical experiences in the context (Adult), and achieving more spontaneity, authenticity and favorable emotions during play (Free Child) is pointed. Further, research instrument could be re-developed by differentiating indicators of Ego States to present it as a suitable tool for (self)reflection of teachers and students towards fostering playing competencies, bearing in mind its predictability the most productive roles of adults’ involvement in children's play.
Transactional Analysisand Critical Thinking in Preschool Children
