Pedagogical Aspects of Socializing Processes in Children’s Play

Playing is not only the discovery of the world, but it represents the joy of socializing and achieving interpersonal contacts of a child, primarily with other children, friends, dolls or imaginary characters. By observing a child playing, it is easy to deduce his/ her imitation, imagination and dramatization, which are actually characteristic behaviours through which a child presents or relives his/her experiences using various symbols, for example, emotional experiences, speech or social skills. Learning and practicing social skills in an adequate and pro-social way, as well as practicing these skills through play with other children is extremely important in child’s early development and education. In order to succeed in that, the educator first and foremost needs to understand the process of a child’s learning in order to support and encourage the development of social skills through appropriate interventions. Furthermore, an educator has the responsibility to create a stimulating environment which will provide a child with a free choice of activities, the use of all senses and quality communication, as well as a diversity of interactions which are necessary for a pedagogical shaping of the environment appropriate for children and their ever-growing interests, knowledge and understanding. For the purpose of this research a questionnaire was constructed regarding children’s play and has been applied on a sample of 198 children who attend preschool institutions. The paper considers practical implications of the results given as a means to stimulate the development of socialization processes in children’s play considering their involvement in homogenous or heterogeneous educational groups. Key words: child; educator; homogenous and heterogeneous educational groups; play; socialization