Download Understanding Childhood Experiences: Hide and Seek as a Window and more Study Guides, Projects, Research Communication in PDF only on Docsity!
The
World
Through
Children’s
Eyes:
Hide
and
Seek
Peekaboo
Loren
(^) Barritt
University
(^) of (^) Michigan
Ton (^) Beekman,
(^) Hans (^) Bleeker
(^) and (^) Karel
(^) Mulderij
Rijhsuniversiteit
(^) Utrecht
Hide (^) n’ (^) Seek
If you (^) want (^) to (^) play hide
(^) n’ (^) seek (^) you (^) need (^) a good (^) park (^) with (^) trees or
(^) a place (^) with
bushes
(^) and (^) paths where
(^) you (^) can (^) hide (^) or (^) a (^) big (^) place (^) with (^) lots (^) of (^) boxes
(^) and (^) crates
that (^) you (^) can (^) hide (^) behind. You
(^) have (^) to (^) play (^) hide (^) and (^) seek (^) with (^) at (^) least (^10) (^) people.
You (^) need (^) a base. (^) You (^) have (^) to (^) know (^) secret
(^) places
(^) and (^) places
(^) where
(^) there (^) is (^) no
traffic (^) in (^) the (^) area. (^) The (^) best (^) is (^) a sandy (^) field (^) or (^) grassy place
(^) where you
(^) can (^) move
around
(^) without
(^) making
(^) noise.
(^) The (^) base (^) has (^) to (^) be (^) in (^) an open
(^) where
(^) you (^) can (^) see
the (^) person
(^) who (^) is (^) “it”. (^) You (^) also (^) have (^) to (^) know (^) places
(^) where
(^) you (^) can (^) see (^) the
person
(^) who (^) is (^) “it” (^) but (^) he (^) can’t (^) see (^) you. (^) The (^) person
(^) who’s
(^) “it” (^) can’t (^) just (^) stay
around the
(^) base (^) looking
(^) but (^) he’s (^) got (^) to (^) go (^) look (^) and (^) walk through
(^) the (^) paths and
look (^) behind
(^) walls and
(^) bushes
(^) so (^) that (^) you (^) have (^) a (^) chance
(^) to (^) run (^) to (^) the (^) base (^) and (^) be
free. (^) ( (^) yrs.)
This (^) is (^) Jannie’s
(^) story
(^) about
(^) playing
(^) hide
(^) and (^) seek.
(^) It (^) was (^) originally
written
(^) in (^) Dutch,
(^) as (^) were
(^) most
(^) of (^) the (^) reports
(^) used
(^) in this
(^) paper2,
(^) but (^) we
think
(^) our (^) English
(^) speaking
(^) audience
(^) will (^) recognize and
(^) understand
(^) her
account.
(^) Her (^) story
(^) is (^) an (^) example
(^) of (^) the raw data
(^) we (^) used
(^) to (^) write
(^) this
paper.
(^) Our
(^) purpose
(^) was (^) to (^) gain
(^) a (^) better
(^) understanding
(^) of (^) the child’s
experience
(^) when
(^) playing
(^) hide
(^) and (^) seek.
(^) In (^) other
(^) words,
(^) our perspective
was Unfortunately, (^) phenomenological.
(^) phenomenological
(^) sounds
(^) forbidding.
(^) It (^) should
(^) not. (^) We
mean
(^) by (^) it (^) the (^) understanding of
(^) an (^) event
(^) from
(^) the (^) point
(^) of (^) view
(^) of (^) the
participant.
(^) In (^) this (^) case (^) hide (^) and (^) seek (^) from
(^) the child’s
(^) point
(^) of (^) view.
Every
(^) event
(^) can
be explained
(^) from
a variety
of viewpoints.
(^) For
example,
hide
and
seek (^) could
(^) be
studied:
to determine
(^) the
moral
judgement
(^) levels
(^) of (^) the (^) children,
(^) or (^) to (^) look (^) for (^) sex (^) role (^) identification
(^) in (^) the
social
(^) interaction
(^) of (^) the (^) children,
(^) or (^) to (^) determine
(^) the (^) relationship
(^) between
competence
(^) in (^) play
(^) and (^) self (^) concept.
(^) All (^) of (^) these
(^) are (^) legitimate
(^) and
perhaps
(^) important
(^) ways
(^) to (^) study
(^) the (^) game
(^) but (^) they
(^) differ
(^) from
(^) the
observers
(adult)
point
(^) of view.
Phenomenology
asks:
What
is the
participant’s, in
(^) this (^) case (^) the (^) child’s,
(^) experience
(^) like?
(^) The (^) focus
(^) is, (^) as (^) much
as (^) possible,
(^) the (^) participant’s
(^) rather than
(^) the (^) observer’s.
(^) We (^) are (^) trying
(^) to
find (^) out what
(^) children
(^) find (^) compelling
(^) about the
(^) game.
(^) Because
(^) science
has (^) as (^) its (^) goal (^) to (^) better
(^) understand
(^) and (^) because
(^) the (^) correct
(^) procedure
(^) for
reaching
(^) this (^) goal (^) cannot
(^) be (^) known
(^) ahead,
(^) it (^) is (^) difficult
(^) to (^) say (^) which
(^) is (^) the
best (^) way (^) to (^) do (^) research.
(^) Every study
(^) begins
(^) from
(^) a (^) judgement
(^) of (^) the
researcher. We
(^) think
(^) this (^) diversity
(^) is (^) good.
(^) Out (^) of (^) different
(^) perspectives
are (^) likely
(^) to (^) come
(^) a (^) variety
(^) of (^) insights
(^) and (^) fuller
(^) understanding.
The
Phenomenological
Viewpoint
Human
(^) understanding
rests
upon
a foundation
of (^) untested
and
untestable
(^) beliefs.
(^) These
(^) are (^) what
(^) we (^) call (^) common
(^) sense.
(^) No (^) “higher”
knowledge
(^) would
(^) be (^) possible
(^) without
(^) this (^) stable
(^) base (^) from which
(^) to (^) build.
Our (^) language
(^) communicates
(^) because
(^) we (^) share
(^) this (^) common
(^) world
(^) and (^) we
Phenomenology
(^) + (^) Pedagogy
(^) Volume
(^1) Number
(^2) 1983
have (^) no (^) doubts
(^) about
(^) it. (^) This
(^) very (^) ordinary
(^) and (^) common
(^) world
(^) is~-cal1ed
intersubjective
(^) by (^) phenomenologists
(^) because
(^) it (^) is (^) shared
(^) and (^) psycho
logical.
(^) It (^) is (^) the (^) intersubjective
(^) world
(^) of (^) hide (^) and (^) seek (^) which
(^) we (^) will (^) study.
Language
(^) is (^) the (^) primary
(^) means
(^) for (^) the (^) communication
(^) of (^) phen
omenological insights.
(^) At (^) times
(^) it (^) seems
(^) a (^) weak
(^) tool (^) which
(^) cannot
(^) fully
carry (^) the (^) meanings
(^) of (^) gesture and
(^) feeling
(^) which
(^) are also an
(^) important
(^) part
of (^) experience,
(^) but (^) it (^) is (^) the (^) tool (^) we (^) will (^) use (^) nonetheless
(^) because
(^) it (^) is (^) the (^) best
available.
(^) We (^) shall
(^) use (^) it (^) by having
(^) our (^) informants
(^) write
(^) about
(^) their
experiences
(^) of (^) playing.
(^) We (^) shall
(^) also (^) use (^) language
(^) to (^) describe
(^) our (^) own
beliefs
(^) about
(^) hide (^) and (^) seek
(^) after
(^) reading
(^) these
(^) accounts and
(^) reflecting
(^) on
them. All (^) that (^) we (^) say (^) must
(^) be (^) tested
(^) by (^) the (^) reader
(^) for (^) its (^) accuracy.
(^) There
(^) are
no (^) methodological
(^) safeguards
(^) in (^) this (^) research,
(^) no (^) control
(^) groups,
(^) no
assumptions
(^) about
(^) randomness.
(^) We (^) will (^) try (^) to (^) speak
(^) sensibly
(^) about
(^) the
intersubjective
(^) world
(^) of (^) hide (^) and (^) seek,
(^) using
(^) language
(^) that (^) everyone
(^) can
understand.
(^) The
(^) value
(^) of (^) phenomenological
(^) research
(^) is (^) not (^) assured
(^) by
methodological
(^) orthodoxy
(^) but (^) rather
(^) by (^) the (^) researchers
(^) ability
(^) to (^) express
shared
(^) experience
(^) in (^) an (^) understandable
(^) way.
(^) This
(^) is (^) not (^) always
(^) as (^) easy
task. Is (^) it (^) possible
(^) to (^) understand
(^) a (^) game
(^) like (^) hide
(^) and (^) seek
(^) from
(^) a (^) child’s
perspective?
(^) Or (^) more
(^) generally,
(^) is (^) it (^) ever
(^) possible
(^) to (^) achieve
(^) phenom
enological
(^) insight?
(^) We (^) think
(^) it (^) is, (^) otherwise
(^) we (^) would
(^) not (^) be (^) doing
(^) as (^) we
are. (^) However,
(^) the (^) answer
(^) to (^) these
(^) questions
(^) is (^) always
(^) in doubt
(^) until
(^) the
research
(^) is (^) completed.
(^) Every
(^) study
(^) is (^) a (^) new
(^) act (^) of (^) faith
(^) that
(^) better
understanding
(^) of (^) the (^) other’s
(^) point
(^) of (^) view
(^) is (^) possible.
(^) We (^) believe
(^) that
adults
(^) can (^) see (^) the (^) world
(^) through children’s
(^) eyes.
(^) None
(^) of (^) us (^) can (^) be
children
(^) again,
(^) but (^) we (^) can (^) take (^) children’s
(^) experience seriously
(^) and (^) learn
from A (^) study (^) it.
(^) of (^) the (^) ordinary
(^) is (^) likely
(^) to (^) report
(^) what
(^) everyone
(^) already
(^) knows,
to (^) be (^) banal.
(^) This
(^) is (^) true,
(^) though
(^) it (^) is (^) surprising
(^) how (^) extraordinary
(^) the
ordinary
(^) is (^) when
(^) it (^) is (^) the (^) focus
(^) of (^) interest.
(^) The
(^) human
(^) sciences
(^) are
inevitably
(^) stuck
(^) with (^) the (^) human
(^) experience
(^) as (^) subject
(^) for (^) study.
(^) It (^) can (^) be
made
(^) no (^) more
(^) interesting than
(^) it (^) is (^) found
(^) to (^) be. (^) It (^) is (^) possible,
(^) in order
(^) to
avoid
(^) studying
(^) what
(^) may (^) appear
(^) overly
(^) common,
(^) to (^) study
(^) the (^) esoteric
(^) or (^) to
use (^) esoteric methods
(^) to (^) “scientize”
(^) and (^) make
(^) the (^) ordinary
(^) into (^) something
which
(^) is (^) totally
(^) new. (^) The (^) effort
(^) to (^) achieve
(^) counter-intuitive
(^) results
(^) in (^) the
social
(^) sciences
(^) is (^) an (^) example.
(^) By (^) focusing
(^) on (^) the (^) unusual the
(^) scientist
tends
(^) to (^) make
(^) it (^) more
(^) important
(^) and (^) the (^) ordinary
(^) less (^) significant.
(^) We
would
(^) like (^) to (^) see (^) the (^) ordinary
(^) world
(^) of (^) experience
(^) elevated
(^) in importance
even (^) if (^) at (^) times its
(^) very
(^) simplicity
(^) seems
(^) boring.
(^) In (^) most
(^) cases
(^) that
(^) first
impression
(^) is (^) changed
(^) after
(^) closer
(^) examination.
Taking
(^) experience
(^) seriously
(^) means
(^) believing what
(^) informants
(^) say.
Trust
(^) is (^) essential.
(^) It (^) also means
(^) that (^) the (^) immediate
(^) events
(^) become
(^) more
important
(^) than
(^) past
(^) and (^) future
(^) ones.
(^) Every
(^) experience
(^) is (^) embedded
(^) in (^) a
history
(^) and (^) is (^) directed
(^) toward
(^) some
(^) future
(^) goals.
(^) The entire
(^) context
(^) is
important
(^) in (^) order to
(^) understand
(^) what
(^) is (^) going
(^) on. (^) But (^) our (^) interest
(^) is (^) in
the (^) thing
(^) itself, in
(^) this (^) case (^) hide (^) and (^) seek,
(^) for (^) what
(^) it (^) can (^) tell (^) us (^) about
(^) the
child’s world.
(^) We
(^) are
(^) not
(^) concerned
(^) about its
(^) future
(^) applicability
(^) to (^) the
There (^) is (^) an (^) outdoor celebration
(^) on (^) the (^) Nieuw Zijdskolk.
(^) I sit (^) about
(^15) (^) feet (^) from
a (^) small
(^) table (^) where
(^) a mother
(^) sits (^) with (^) a small (^) child, about
(^) a year (^) old, (^) on (^) her (^) lap.
I (^) watch
(^) him (^) wriggle
(^) around;
(^) he (^) stands
(^) up (^) now, (^) looks (^) over (^) his (^) mother’s
(^) shoulder,
all (^) around.
(^) Suddenly,
(^) he (^) sees (^) that (^) I look (^) at (^) him. (^) He (^) disappears
(^) completely
clinging
(^) to (^) his (^) mother’s
(^) breast.
(^) She (^) is (^) talking
(^) to (^) someone
(^) but (^) she (^) puts (^) her (^) arm
around
(^) him (^) and (^) holds
(^) him (^) tighter.
(^) After (^) only (^) a few (^) seconds
(^) his head reappears
and (^) he (^) looks (^) carefully
(^) (the (^) eyes (^) just (^) above
(^) the mother’s
(^) shoulder)
(^) at (^) me. (^) I laugh
and (^) see (^) his (^) eyes (^) laugh and
(^) at (^) that (^) moment
(^) he (^) ducks
(^) away again.
(^) Now (^) he (^) comes
back (^) again (^) and (^) with (^) eyes (^) wide (^) open (^) he (^) gives me
(^) a (^) triumphant
(^) laughing
(^) look. (^) So,
I (^) make
(^) my (^) eyes (^) bigger.
(^) Exuberant
(^) laughter
(^) and (^) head (^) shaking follows.
(^) He (^) does
this (^) about
(^10) (^) times
(^) until (^) other (^) people
(^) pass (^) between
(^) us (^) and (^) he (^) no (^) longer
(^) sees (^) me.
About (^) five (^) mintues
(^) later (^) he (^) laughs
(^) again (^) and (^) opens
(^) his (^) eyes (^) wide. (^) Maybe
(^) I do (^) it
too. (^) Then
(^) it (^) is (^) busy (^) between
(^) us (^) and (^) we (^) lose (^) one (^) another
(^) from (^) sight.
Is (^) there
(^) anyone
(^) who (^) does
(^) not (^) recognize
(^) this (^) experience?
(^) Who
(^) has (^) not
either
(^) played
(^) this (^) game
(^) or (^) watched
(^) it (^) being played?
(^) This
(^) observation
seems
(^) so (^) self (^) evidently
(^) characteristic
(^) of (^) childhood
(^) experience
(^) that (^) we (^) cite
it as (^) a preliminary
(^) example
(^) of (^) hide (^) and (^) seek.
(^) It (^) is (^) hide (^) and (^) seek,
(^) if (^) you (^) will,
for (^) the very
(^) young
(^) child.
Without
(^) doubt
(^) this (^) is (^) a (^) delightful
(^) experience
(^) for (^) the (^) child.
(^) He (^) looks
around
(^) anonymously
(^) and (^) suddenly
(^) realizes
(^) that (^) he (^) is (^) being
(^) seen.
(^) He (^) is (^) not
the (^) only (^) one (^) though
(^) because
(^) he (^) has (^) also (^) “caught”
(^) the (^) stranger
(^) in (^) his (^) eyes.
Here (^) are (^) two (^) further
(^) examples
(^) of (^) similar
(^) games
(^) played by
(^) young
children
(^) that (^) seem
(^) to (^) us (^) to (^) lie (^) on (^) the (^) youthful
(^) side (^) of (^) hide (^) and (^) seek.
(^) These
examples
(^) also (^) point
(^) to (^) the (^) joy of
(^) seeing,
(^) being
(^) seen,
(^) hiding
(^) and (^) being
(^) re-
born (^) in (^) the (^) eyes (^) of (^) another.
Nancy
(^) ( (^) 1/ (^) yrs. (^) old) (^) calls (^) to (^) her (^) mother,
(^) “Find
(^) me. (^) I’m (^) hiding.” Mother
(^) tells
her, (^) “All (^) right”
(^) and (^) walks
(^) over (^) to (^) the (^) closet
(^) where
(^) Nancy
(^) is (^) standing
(^) in (^) full (^) view.
Mother
(^) calls (^) out in
(^) mock
(^) distress,
(^) “Oh, (^) dear, (^) I can’t (^) find (^) my (^) Nancy.
(^) I wonder
where (^) she’s (^) gone?
(^) Perhaps
(^) she’s (^) only (^) gone (^) out to
(^) buy (^) some (^) bread and
(^) milk, but
(^) I
didn’t (^) hear (^) the (^) door. (^) Oh (^) dear, (^) she’s (^) just (^) disappeared.”
(^) Nancy
(^) is (^) chortling
(^) with
delight.
(^) Mother
(^) pulls (^) back (^) the clothing
(^) and (^) looks (^) in at (^) Nancy.
(^) She (^) shakes
(^) her
head (^) and (^) says: (^) “I (^) guess she
(^) isn’t (^) here. (^) There
(^) is (^) a (^) little (^) girl (^) here (^) but (^) her (^) name (^) is
Mary. (^) I still (^) don’t (^) know (^) where
(^) my (^) Nancy
(^) has (^) gone.”
(^) Nancy
(^) laughs
(^) and hides
(^) her
eyes. (^) Nancy
(^) continues
(^) as (^) mother
(^) enacts
(^) variations
(^) of (^) the (^) theme
(^) of (^) “Where
(^) has
Nancy
(^) gone?”
Amsterdam,
(^) Cenral
(^) Station;
(^) a (^) narrow
(^) grey (^) platform
(^) with (^) steel (^) masts
(^) in (^) the (^) form
of (^) I beams
(^) and (^) countless
(^) bizarre
(^) little (^) constructions,
(^) the (^) remains
(^) of (^) earlier
efforts
(^) and (^) new (^) additions,
(^) modern
(^) benches.
(^) Grandpa, grandma
(^) and (^) grandson,
(^3)
or (^4) years (^) old; (^) grandpa
(^) moves
(^) a few (^) yards (^) away (^) toward
(^) the (^) train (^) schedule
(^) board.
Grandma
(^) and grandson
(^) see (^) a beautiful
(^) chance
(^) and (^) hid (^) themselves
(^) behind
(^) a
pillar. (^) Grandpa
(^) comes
(^) back, (^) misses
(^) them (^) and (^) looks (^) around.
(^) The (^) moment
(^) that (^) he
sees (^) them (^) (grandma
(^) and (^) grandson
(^) are (^) dancing about,
(^) talking
(^) softly
(^) but
frequently)
(^) he (^) acts (^) as (^) though
(^) he (^) didn’t
(^) see (^) them,
(^) goes (^) farther
(^) looking
(^) on (^) the
wrong (^) side (^) swinging
(^) his (^) cane (^) as (^) he (^) goes (^) forth.
(^) Grandma
(^) and (^) grandson
(^) venture
out, (^) bent (^) over, (^) from (^) the (^) shadow
(^) of (^) their (^) hiding
(^) place (^) in (^) order (^) not (^) to (^) miss (^) the role
that (^) grandpa
(^) is (^) playing.
(^) And (^) grandpa
(^) plays (^) for (^) his (^) audience.
(^) Others
(^) waiting,
(^) see
what (^) is (^) going
(^) on (^) but (^) they (^) act (^) as (^) though
(^) they (^) don’t (^) see (^) it. (^) As (^) grandpa pretends
(^) to
be (^) ready
(^) to (^) give (^) up (^) grandma
(^) and grandson
(^) appear
(^) at (^) exactly
(^) the (^) right (^) moment
to (^) laugh
(^) at (^) how (^) dumb grandpa
(^) was (^) at not
(^) being
(^) able (^) to (^) find (^) them.
(^) They (^) saw (^) him
very (^) well. (^) And (^) the (^) little (^) boy (^) is (^) now (^) dancing
(^) and (^) jumping
(^) about
(^) in (^) enjoyment
over (^) grandpa’s
(^) act. (^) Grandma
(^) also (^) beams.
It (^) is (^) evident
(^) that (^) these
(^) games are
(^) fun. (^) Each
(^) observer
(^) speaks
(^) of (^) delight,
or (^) laughter,
(^) or (^) dancing
(^) for (^) joy.
(^) Why
(^) should
(^) hiding
(^) and
(^) them
(^) being
(^) “caught”
by another
(^) person’s
(^) gaze (^) be (^) so (^) much fun?
(^) Perhaps
(^) a (^) closer
(^) examination
(^) of
the (^) observations
(^) can (^) help
(^) us (^) to (^) understand
(^) better what
(^) the (^) child
(^) finds
(^) so
fine. In (^) the (^) first (^) observation the
(^) child
(^) is (^) looking
(^) around
(^) when
(^) his (^) eyes (^) meet
those
(^) of (^) the (^) strange
(^) adult,
(^) he (^) suddenly
(^) ducks
(^) from
(^) sight.
(^) Mother,
(^) though
otherwise
(^) involved,
(^) hugs
(^) the (^) child
(^) tighter
(^) as (^) though
(^) reassurance
(^) was
necessary.
(^) The (^) careless
(^) gazing
(^) of (^) the (^) child
(^) has (^) been
(^) interrupted
(^) to (^) be
replaced
(^) by the
(^) careful
(^) look (^) over
(^) Mother’s
(^) shoulder
(^) at (^) the (^) now (^) laughing
stranger.
(^) This
(^) stranger
(^) is (^) OK, (^) willing
(^) to (^) play.
(^) Then
(^) the (^) child
(^) laughs
(^) too.
A
(^) sudden
(^) transformation
(^) has (^) occurred
(^) in (^) the (^) child’s
(^) situation
(^) when
(^) he
is “caught”
(^) looking at
(^) this (^) man. We
(^) think
(^) this (^) reaction
(^) is (^) a (^) kind
(^) of (^) stage
fright,
(^) created
(^) by (^) the (^) mutual
(^) gazing.
(^) Looking
(^) without
(^) being
(^) looked
(^) at, (^) one
is anonymous
as (^) if (^) hidden,
(^) but (^) the (^) meeting
of (^) gazes
(^) fractures
(^) the
anonymity
(^) and (^) brings
(^) self (^) awareness.
(^) The (^) child
(^) reacts
(^) as (^) if (^) afraid
(^) to (^) be (^) so
visible.
(^) The
(^) stranger
seems
to (^) understand
(^) the (^) need
(^) for (^) reassurance
because,
(^) when
(^) next
(^) their
(^) eyes (^) meet,
(^) he (^) is (^) smiling.
(^) The (^) child
(^) accepts
(^) this
offer (^) of (^) friendship.
(^) When
(^) the (^) child
(^) realizes
(^) that (^) his (^) presence
(^) is (^) not (^) being
challenged
(^) but (^) supported
(^) the (^) result
(^) is (^) joy.
Gadamer
(^) calls
(^) play
(^) a (^) transformation
(^) of (^) life (^) into (^) a (^) structure,
structures
(^) having
(^) beginnings,
(^) ends,
(^) rules.
(^) Transformation
(^) means
(^) a (^) sudden
change
(^) in (^) one’s
(^) relationship
(^) to (^) the (^) world
(^) and (^) that
(^) seems
(^) to (^) be (^) the (^) case
world
(^) of (^) Sartre’s
(^) voyeur.
(^) In (^) the (^) present
(^) case
(^) the (^) child’s
(^) “nakedness”
becomes
(^) joy (^) in (^) the (^) stranger’s
(^) smile
(^) and (^) the (^) start
(^) of (^) peekaboo.
The (^) transformation
(^) of looking
(^) is (^) triggered
(^) by (^) the (^) mutual
(^) gaze
(^) and
completed
(^) as (^) the (^) game
(^) begins.
Now (^) the (^) child
(^) is (^) present,
(^) no (^) longer
anonymous,
(^) in (^) a (^) small
(^) world
(^) that
(^) includes
(^) this (^) man
(^) with
(^) whom
(^) he (^) is
playing,
(^) but (^) which
(^) is (^) set (^) apart
(^) from
(^) the (^) world
(^) of (^) the (^) other
(^) people present.
These
(^) others
(^) slip (^) to (^) the (^) periphery
(^) of (^) concern,
(^) and (^) both
(^) players
(^) become
unaware
(^) of (^) them
(^) in (^) their
(^) concentration
(^) on (^) their
(^) presence
(^) for (^) one (^) another.
The (^) joy (^) in (^) the (^) game
(^) comes
(^) from
(^) the (^) mutual
(^) reaffirmation
(^) of (^) the (^) play
which
(^) includes
(^) an (^) ability
(^) to (^) communicate
(^) intentions
(^) to (^) the (^) other. There
(^) is
support
(^) in (^) the (^) reactions
(^) of (^) the (^) adult
(^) to the
(^) intentions
(^) of (^) the (^) child.
(^) Rather
than (^) reacting
(^) to (^) the (^) child’s
(^) embarrassment
(^) as (^) embarrassment,
(^) the (^) adult
treats
(^) it (^) as (^) play (^) and (^) the (^) child
(^) accepts
(^) that (^) reading
(^) gratefully
(^) responding
(^) to
it by (^) playing;
(^) fun (^) too (^) for (^) the (^) adult
(^) who (^) also has
(^) his (^) intentions
(^) accepted
(^) and
who (^) has (^) the (^) pleasure
(^) of (^) bringing
(^) pleasure
(^) to (^) a (^) child.
(^) There
(^) is (^) mutual
reaffirmation
(^) of (^) being
(^) in (^) the (^) game.
In (^) the (^) next (^) two (^) observations
(^) we (^) should
(^) rather
(^) talk (^) of (^) “a (^) play” than
(^) play.
The two
(^) are (^) quite
(^) close
(^) to (^) one (^) another
(^) and (^) the (^) line (^) is (^) easily
(^) crossed.
(^) The
tension
(^) and
(^) joy (^) of (^) the (^) interaction
(^) between
awareness-presence
and
unawareness-hiding
(^) is (^) still (^) at (^) the (^) heart
(^) of (^) the (^) matter.
Nancy
(^) “hides”
(^) from
(^) mother
(^) and (^) says (^) come
(^) find (^) me. (^) Mother
(^) pretends
not (^) to (^) see (^) her, (^) and (^) Nancy
(^) is (^) delighted
(^) in (^) the (^) part (^) mother
(^) plays.
(^) Nancy
(^) is
not (^) there
(^) in (^) the (^) eyes (^) of (^) her (^) mother;
(^) she is
(^) sought
(^) for, (^) cared
(^) for, (^) but (^) yet (^) she
is at (^) the (^) same
(^) moment
(^) present
(^) to (^) watch
(^) these
(^) expressions
(^) of (^) concern.
Mother
(^) loves,
(^) mother
(^) affirms,
(^) and
(^) mother
(^) plays.
(^) Mother
(^) accepts
(^) the
also (^) go (^) sometimes
(^) to (^) sit (^) in (^) the (^) trees (^) and (^) then (^) they (^) don’t (^) see (^) us (^) so (^) quickly.
(^) And
there (^) is (^) a shed (^) where
(^) we (^) also (^) go (^) sometimes
(^) to (^) sit (^) or (^) stand
(^) or (^) lie (^) on (^) the (^) shelf.
Because
(^) it (^) is (^) high (^) you (^) must (^) climb
(^) up (^) to (^) the shelf
(^) otherwise
(^) you (^) can’t (^) get (^) on (^) the
shelf. (^) If (^) you (^) sit (^) on (^) the (^) shelf (^) you (^) hit (^) your (^) head. (^) And (^) behind
(^) in (^) the (^) woods
(^) we (^) also
go (^) lay (^) down
(^) because
(^) if (^) you (^) sit (^) or (^) stand
(^) then they
(^) see (^) you and
(^) we (^) are (^) finished.
And (^) then (^) I’m (^) “it” (^) and (^) that’s
(^) great (^) I think (^) when
(^) you (^) have (^) to (^) go (^) look (^) for (^) someone
in the (^) bushes
(^) and (^) there (^) you (^) can (^) sit (^) inside
(^) with (^) five (^) others.
(^) And (^) sometimes
(^) we
hide (^) in (^) our (^) hut (^) and (^) our (^) hut (^) is (^) very (^) big and
(^) high. You
(^) can (^) stand
(^) up (^) there (^) and you
can (^) also (^) hide (^) there (^) and (^) that (^) is (^) neat. (^) And (^) we (^) also (^) play (^) hide (^) and (^) seek (^) when (^) we (^) go
camping
(^) in (^) the (^) field (^) where
(^) there (^) is (^) high (^) grass.
There (^) are (^) a couple
(^) of (^) ways (^) of playing
(^) hide (^) and (^) seek. (^) One (^) of them
(^) is (^) called,
(^) or (^) I
call (^) it, (^) hide (^) and (^) seek (^) safety.
(^) The (^) person
(^) who (^) is (^) “it” (^) stands
(^) by (^) a tree (^) or (^) a rock,
anything
(^) big (^) enough
(^) to (^) see (^) well (^) from (^) far (^) away.
(^) Mr. (^) “It” (^) counts
(^) up (^) to (^50) (^) or
then (^) calls (^) out, (^) “Apples,
(^) peaches,
(^) pumpkin
(^) pie, (^) whoever’s
(^) not (^) ready (^) holler I!
(^) If
someone
(^) hollers
(^) I, (^) then (^) Mr. (^) It (^) or (^) Miss (^) It (^) counts
(^) up (^) to (^) 20. (^) If (^) no (^) one (^) hollers
(^) I, (^) then
they (^) holler,
(^) “Ready
(^) or (^) not (^) here (^) I come.”
(^) Now (^) that (^) tree (^) is (^) a (^) safety
(^) and (^) you (^) must
touch (^) it (^) to (^) be (^) safe. (^) Once (^) you (^) have (^) touched
(^) it (^) you (^) have (^) to (^) stay (^) there.
(^) After (^) you
have (^) touched
(^) it (^) you (^) can (^) take (^) your (^) hand (^) off (^) it (^) but (^) can’t (^) help (^) Mr. (^) It. (^) If (^) Mr. (^) It
touches
(^) you (^) before
(^) you (^) have (^) touched
(^) the (^) tree, you
(^) are (^) It (^) and (^) everybody
(^) else
must (^) come (^) out (^) of’ (^) hiding.
Another
(^) way (^) of (^) playing
(^) hide (^) and (^) seek (^) is (^) for (^) Mr. (^) It (^) when (^) he (^) sees (^) you (^) to (^) holler,
(^) “I
see so (^) and (^) so,” (^) and (^) then (^) to (^) try (^) to (^) beat you
(^) to (^) the (^) tree, (^) but (^) if (^) you (^) are (^) first (^) you (^) are
safe. (^) If (^) Mr. (^) It (^) is (^) nowhere
(^) to (^) be (^) seen (^) or even
(^) if (^) he (^) is, (^) you (^) could
(^) try (^) to (^) run to the
safety (^) but (^) if (^) he (^) sees (^) you (^) and (^) gets (^) there (^) before
(^) you, (^) you (^) are (^) it. (^) That’s
(^) all (^) there (^) is.
Sometimes
(^) people
(^) cheat
(^) and (^) make up
(^) more rules
(^) that (^) aren’t
(^) true. (^) The (^) End.
If you (^) want (^) to (^) play (^) “hide (^) and (^) seek” (^) first (^) you’ve
(^) got (^) to (^) count
(^) off. (^) And (^) whoever
(^) is
left (^) over (^) is (^) “it,” (^) then (^) you’ve
(^) gotta (^) count
(^) like (^) this: (^) 10, (^) 20, (^) 30, (^) 40, (^) 50, (^) 60, (^) 70, (^) 80, (^) 90,
146
100, (^) whoever
(^) isn’t (^) away (^) is (^) caught.
(^) I count (^) to (^) 10—1,
(^) 2, 3, (^) 4, (^) 5, 6, 7, 8,
(^) 9, (^) 10. (^) I come.
And (^) then (^) you’ve
(^) gotta (^) look. (^) When you’ve
(^) got (^) a good (^) place (^) to (^) play (^) you (^) won’t (^) be
found (^) quickly
(^) but (^) one (^) time (^) it (^) wasn’t
(^) like (^) that (^) for (^) me. (^) I had (^) the (^) best (^) spot (^) in (^) the
shed (^) and (^) I was (^) the (^) first (^) one (^) found.
(^) And (^) I laid (^) in (^) the (^) grass (^) and (^) I was (^) the (^) last (^) one
found (^) and (^) I was (^) still (^) free. (^) And (^) I was (^) only (^) “it” (^) two (^) times (^) and never
(^) after (^) that.
That (^) is (^) because
(^) I run (^) faster
(^) than (^) the (^) others
(^) and (^) I’m (^) lucky
(^) because
(^) of (^) that. (^) But
when (^) I was (^) about
(^) four (^) I could (^) run (^) just (^) as (^) fast (^) as (^) the (^) others
(^) and (^) then (^) it (^) was (^) much
better,
(^) then (^) everyone
(^) could
(^) run (^) just (^) as (^) fast. (^) I have (^) something
(^) else (^) to (^) tell, (^) when
you (^) are (^) found
(^) by (^) the (^) person
(^) who’s
(^) “it” (^) then (^) you (^) are (^) “it.” (^) -When
(^) you (^) get (^) to (^) the
base (^) yourself
(^) and (^) say, (^) free, (^) then (^) you (^) are (^) free (^) and (^) that (^) is (^) everything about
(^) hide
and Now^ seek... (^) two (^) examples
(^) from
(^) the (^) recollections
(^) of (^) adults.
(^) The (^) first (^) from
(^) an
American,
(^) the (^) other
(^) from
(^) a Dutch
(^) student. The
(^) American:
We (^) played
(^) hide (^) and (^) seek (^) all (^) the (^) time (^) when (^) I was (^) younger,
(^) but (^) it (^) was (^) played best
in the (^) summer
(^) at dusk.
(^) Then (^) the (^) street
(^) lights
(^) were (^) on. (^) Base (^) was (^) always
(^) a
telephone
(^) pole (^) under
(^) the (^) street
(^) light (^) between
(^) the (^) woods
(^) on (^) one (^) side (^) of (^) the (^) street
and (^) an (^) empty
(^) lot (^) on (^) the (^) other.
(^) Whoever
(^) was (^) “it” (^) would
(^) hide (^) their (^) eyes (^) against
the (^) pole and
(^) count
(^) to (^100) (^) by (^) l’s (^) or (^500) (^) by (^) 10’s, (^) whatever
(^) was (^) the (^) decided
(^) upon
procedure
(^) for (^) that (^) night.
(^) Everyone
(^) else (^) scattered
(^) down (^) the (^) embankment,
(^) behind
the (^) fence.
(^) Most (^) people
(^) would
(^) try (^) to (^) find (^) a (^) good (^) spot (^) and (^) stay (^) put. (^) Some
(^) would
move (^) around
(^) trying
(^) to (^) get (^) a clear (^) shot (^) at (^) the (^) base (^) when (^) the (^) person
(^) who (^) was (^) “it”
was (^) far (^) away (^) or (^) had (^) his (^) back (^) turned.
(^) You (^) could
(^) “win”
(^) by touching
(^) the (^) base (^) and
saying
(^) “free”
(^) before
(^) the (^) person
(^) who (^) was (^) “it” (^) touched
(^) it (^) and (^) called
(^) your (^) name (^) and
said (^) where you
(^) were (^) seen, (^) e.g., (^) “Marty
(^) running
(^) across
(^) the (^) street”
(^) or (^) “Judy behind
the big
(^) rock (^) across
(^) the (^) street.”
The (^) most (^) exciting
(^) part (^) of (^) the (^) game
(^) was (^) the (^) final (^) burst (^) of (^) speed (^) to get
(^) to (^) the (^) base
before
(^) the (^) person who
(^) was (^) “it” (^) could
(^) see (^) you, (^) get (^) to (^) it (^) himself
(^) and (^) declare
(^) that
you (^) were
(^) seen.
(^) Everyone
(^) who had
(^) already
(^) been
(^) caught would
(^) stand
(^) around
kibitzing
(^) and (^) trying
(^) not (^) to (^) give (^) you (^) away (^) as (^) you (^) first (^) snuck
(^) and (^) then ran
(^) to (^) that
base. (^) Sometimes
(^) the (^) excitement
(^) would
(^) be (^) overwhelming
(^) and (^) smaller
(^) kids (^) would
start (^) to (^) jump (^) up (^) and (^) down (^) as (^) you (^) neared
(^) the (^) base. (^) I’m (^) excited
(^) as (^) I write (^) this (^) and
relive (^) those summer
(^) evenings.
One (^) of (^) the (^) inevitable
(^) parts (^) of (^) our (^) game (^) were (^) the (^) arguments
(^) which
(^) ocurred.
(^) E.g.,
the (^) seeker
(^) would
(^) declare
(^) that (^) he (^) had (^) seen (^) so (^) and (^) so (^) in (^) a certain
(^) place (^) but that
person
(^) would not
(^) give (^) up. (^) Any (^) one (^) of (^) several
(^) things
(^) would
(^) then (^) happen.
(^) The
seeker,
(^) the (^) person
(^) who (^) was (^) “it,” (^) would
(^) say (^) you’re
(^) caught,
(^) so (^) and (^) so, (^) and (^) I’m (^) not
looking
(^) further
(^) for (^) you. (^) Then (^) when
(^) so (^) and (^) so (^) sprinted for
(^) the (^) base (^) to (^) say (^) “free”
the (^) seeker
(^) would
(^) have (^) to (^) decide
(^) whether to
(^) stick (^) to (^) his (^) guns (^) or (^) to (^) try (^) to (^) get (^) there
first (^) and (^) declare
(^) that (^) person
(^) caught.
(^) Whatever
(^) happened
(^) there (^) would
(^) be (^) a (^) big
brouhaha.
(^) “I (^) saw (^) you (^) behind
(^) the (^) big (^) rock.”
(^) “You (^) did (^) not. (^) I know (^) you (^) didn’t
because
(^) I could (^) see (^) you (^) the (^) whole
(^) time (^) and (^) you (^) never
(^) even (^) looked
(^) my (^) way,” (^) etc.,
in some (^) cases (^) interminably.
To (^) be (^) put (^) to (^) bed (^) early (^) on (^) a summer
(^) evening
(^) and (^) to (^) lie (^) there (^) listening,
(^) knowing
what (^) you (^) were (^) missing
(^) was (^) to (^) be (^) in (^) the (^) depths
(^) of (^) childhood
(^) misery.
One (^) of (^) our (^) Dutch informants:
Sunday
(^) evening
(^) playing
(^) hide (^) and (^) seek (^) in (^) the (^) field.
What (^) an (^) experience!
To (^) play (^) with (^) children
(^) who (^) you (^) never (^) saw (^) during
(^) the (^) week.
(^) Yet (^) it (^) was (^) also
spooky.
(^) In (^) a big (^) field (^) with (^) all (^) the (^) little (^) trees (^) and (^) small
(^) alleys.
Will (^) Andrea
(^) come (^) this (^) evening?
(^) Will (^) she (^) laugh
(^) at (^) me (^) again?
(^) The (^) last (^) time (^) she
looked
(^) under
(^) my (^) short (^) pants
(^) and (^) hollered
(^) to (^) everyone
(^) that (^) I had (^) knitted
underwear
(^) on. (^) If (^) she (^) comes,
(^) I’m (^) leaving. No,
(^) then (^) she’ll (^) laugh
(^) at (^) me because
(^) I’m
afraid.
(^) What
(^) a pain. (^) I hope (^) that (^) Inneke
(^) is (^) there.
(^) It’s (^) so (^) good (^) to (^) talk (^) to (^) her, (^) even
though
(^) she (^) is (^) Catholic.’ Maybe
(^) I can (^) hide (^) with (^) her. (^) I wouldn’t
(^) do (^) that (^) with
147
Andrea.
(^) Crazy,
(^) last (^) week (^) Inneke
(^) told (^) me (^) that (^) she (^) went (^) to (^) mass (^) on (^) Wednesday
evening.
(^) Who (^) goes (^) to church
(^) during
(^) the (^) week?
(^) What
(^) would
(^) you (^) do (^) there?
Should
(^) I also (^) go (^) once?
(^) Bert (^) told (^) me (^) that (^) he (^) always
(^) blows
(^) out (^) the (^) candles.
(^) What
an (^) idea; (^) that (^) I would (^) dare (^) to (^) do (^) it! (^) Inneke
(^) also (^) says (^) they (^) have (^) a bishop. Crazy
that (^) I like (^) to (^) talk (^) to (^) her (^) when (^) the (^) teacher
(^) says (^) that (^) the (^) Catholics
(^) are (^) expanding.
I (^) won’t
(^) tell (^) him (^) (the (^) teacher)
(^) anything
(^) about hide
(^) and (^) seek.
Shall (^) I be (^) “it” (^) tonight.
(^) I never (^) know
(^) where
(^) to (^) look (^) in (^) that (^) huge (^) field. (^) I’m (^) afraid
when (^) everyone
(^) is (^) away.
(^) At (^) least when
(^) I find (^) one (^) person
(^) I can (^) talk (^) to (^) them.
(^) Shall
I (^) first (^) go (^) into (^) the (^) woods?
Lucky,
(^) I’m (^) not (^) “it.” (^) Be (^) careful
(^) that (^) I’m (^) not (^) the (^) first (^) one (^) seen (^) then (^) I don’t (^) have (^) to
be (^) “it.” (^) I find (^) the (^) alley (^) by (^) One’s
(^) terrifying. Tonight
(^) I would
(^) dare (^) to (^) hide there
because
(^) Martin
(^) is (^) with (^) me. (^) Shall
(^) we (^) give up?
(^) They’ll
(^) never
(^) find (^) us. (^) What
(^) will
the (^) neighbors
(^) think
(^) when (^) I play (^) Sunday
(^) evening
(^) with (^) the other
(^) kids? (^) I’m (^) going
back (^) next (^) week. (^) Inneke
(^) told (^) me (^) she’s (^) coming
(^) back (^) too, (^) next (^) week.
(^) If (^) only (^) she (^) sat
by (^) me (^) at (^) school
(^) rather than
(^) Andrea.
We (^) will (^) begin
(^) with (^) some
(^) observations
(^) about
(^) common
(^) themes
(^) that (^) seem
to (^) us (^) to (^) appear
(^) out (^) of (^) these
(^) and (^) the (^) other
(^) stories.
(^) We (^) make
(^) no (^) pretense
(^) that
these
(^) are (^) the (^) only (^) ones.
(^) There
(^) is (^) a (^) good
(^) deal (^) that (^) we (^) shall
(^) leave
(^) unsaid,
(^) but
for (^) our (^) purpose
(^) the (^) important
(^) thing
(^) is (^) the (^) role (^) of (^) hide (^) and (^) seek
(^) in (^) the
child’s
(^) experience. We
(^) will (^) try (^) to (^) keep
(^) that (^) foremost
(^) as (^) we (^) identify
(^) similar
threads
(^) that (^) tie (^) these
(^) reports
(^) together.
There
(^) is (^) no (^) formula
(^) that (^) we (^) know
(^) to (^) identify
(^) themes
(^) “objectively.”
(^) We
have (^) read (^) the (^) written
(^) accounts again and
(^) again.
(^) We (^) are (^) the (^) instruments
(^) of
analysis and
(^) other
(^) instruments
(^) might
(^) well (^) put (^) different
(^) labels
(^) on these
common
(^) forms.
(^) We (^) do (^) think,
(^) however,
(^) that (^) there
(^) are (^) common
(^) forms
(^) and
that (^) any (^) conscientious
(^) reader
(^) would
(^) find (^) most
(^) of (^) the (^) same
(^) ones
(^) which
(^) we
point
(^) towards,
(^) though
(^) he (^) or (^) she
(^) might
(^) give
(^) them
(^) different
(^) names
(^) or (^) be
We (^) could
(^) say (^) more
(^) about
(^) automobiles
(^) and (^) their
(^) danger
(^) to (^) children
(^) but
this (^) is (^) not (^) the (^) place.
(^) Suffice
(^) it (^) to (^) say (^) that (^) cars (^) are (^) a (^) threat
(^) to (^) the (^) playing
child’s
(^) life. (^) Movement,
(^) so (^) characteristic of
(^) children
(^) from
(^) the (^) earliest
(^) years
must (^) be (^) severely
(^) restricted
(^) because
(^) of (^) autos.
(^) It (^) is (^) interesting
(^) that
(^) the
“reservations”
(^) called
(^) playgrounds,
(^) to (^) which
(^) many
(^) would
(^) like (^) to confine
children,
(^) occupy
(^) very
(^) little
(^) of (^) neighborhood
(^) space.
(^) The
(^) auto,
(^) with
(^) its
streets,
(^) has (^) a (^) much
(^) larger
(^) area
(^) reserved
(^) to (^) it, (^) to the great
(^) danger
(^) of (^) the
child.
(^) This (^) is (^) one (^) of (^) the (^) crazy
(^) foibles
(^) of (^) our (^) age.
The
Other
Players
There must
(^) be (^) “at (^) least
(^10) (^) people,”
(^) “you (^) need
(^) a lot (^) of (^) people
(^) to (^) play (^) hide
and (^) seek,” etc.
(^) These
(^) were
(^) typical
(^) comments.
(^) Who you
(^) play (^) with (^) and who
you (^) hide (^) with (^) are (^) important.
(^) Some
(^) children
(^) are (^) good
(^) hiding
(^) companions,
others not. The (^) seeker
(^) is (^) along.
(^) Taking
(^) all (^) of (^) our (^) written
(^) samples
(^) into (^) account,
(^) one
would
(^) have (^) to (^) say (^) that (^) this (^) is (^) not (^) the (^) happiest
(^) role (^) for (^) someone
(^) to (^) have
(^) to
play. (^) Here
(^) is (^) a (^) good
(^) example:
(^) “Then
I
turned
(^) around,
(^) squinting
(^) in (^) the (^) light
with (^) the (^) uncertain
(^) feeling
(^) that (^) everyone
(^) can (^) see (^) me, (^) but (^) I am (^) not (^) able (^) to
see (^) them.
(^) At (^) that (^) moment
I
walk (^) hesitantly
(^) away
(^) from
(^) the (^) base.”
Still (^) there
(^) are (^) children
(^) who (^) find (^) the (^) role (^) of (^) seeker
(^) fun. (^) It (^) is (^) a (^) tension
filled (^) role. (^) You (^) must
(^) have
(^) a (^) good
(^) knowledge
(^) of (^) hiding
(^) places,
(^) your
(^) distance
from (^) the (^) base,
(^) and (^) you (^) must
(^) take (^) the (^) other
(^) players
(^) foot (^) speed
(^) into (^) account.
You (^) can (^) be (^) surprised
(^) from
(^) all (^) sides
(^) at (^) once.
(^) The (^) neighborhood
(^) becomes
measured
(^) in (^) distance
(^) from
(^) the (^) base (^) and (^) companions
(^) are (^) now
(^) hiders
(^) who
run (^) faster
(^) or (^) slower
(^) than
(^) you. (^) Realistic
(^) appraisal
(^) of (^) one’s
(^) own (^) ability
(^) is
needed.
(^) Little
(^) ones (^) can (^) sometimes
(^) play (^) hide (^) and (^) seek (^) but (^) they (^) can’t
(^) be (^) the
seeker. One
(^) of (^) the (^) children
(^) wrote about this:
(^) “But
(^) the (^) little
(^) ones (^) only (^) have
to (^) count
(^) to (^) thirty.
(^) We (^) let (^) them
(^) be (^) ‘it’ (^) with (^) a (^) friend
(^) or (^) even
(^) three
(^) of them to
be (^) ‘it’ (^) at (^) once.”
(^) This (^) is (^) a (^) nice (^) example
(^) of (^) the (^) way (^) older
(^) children
(^) compensate
for (^) the (^) youth of
(^) their (^) compatriots.
Hide
and
Seek
is
Fun
These
(^) accounts
(^) either
(^) implicitly
(^) or (^) explicitly
(^) make
(^) it (^) clear
(^) that
(^) this
game (^) is (^) fun. (^) It (^) is (^) fun (^) because
(^) it (^) is (^) exciting
(^) to (^) sit (^) with (^) your heart
(^) beating
(^) so
loudly
(^) you (^) can (^) hear (^) it (^) in (^) your hiding
(^) place,
(^) trying
(^) to (^) remain
(^) still (^) when you
know
(^) that (^) danger
(^) is (^) nearby,
(^) that (^) “Mr. (^) It” (^) is (^) stalking
(^) you.
It (^) is (^) fun (^) to hide
(^) well (^) and (^) not (^) be (^) found
(^) first.
(^) It (^) is (^) the (^) height
(^) of (^) the (^) game
to run to
(^) the (^) base (^) unseen
(^) and (^) say (^) “free.”
(^) It (^) is (^) fun, (^) too, (^) when
(^) the (^) danger
(^) is
far (^) away,
(^) to (^) contemplate
(^) the world
(^) around
(^) you (^) without
(^) haste.
(^) One (^) of (^) the
children
wrote,
“Sometimes
even
when
the danger
of (^) being
found
diminished,
I
didn’t
(^) try (^) to run
(^) to (^) base.
(^) Then,
(^) lying
(^) on (^) my (^) back
(^) looking at
the (^) clouds
I
saw (^) all (^) sorts
(^) of (^) strange
(^) heads
(^) or (^) wild (^) beasts.
(^) Then
(^) I (^) heard the
crickets.
(^). .
It (^) is (^) fun (^) to hide
(^) with (^) someone
(^) else (^) too (^) because,
(^) if (^) you (^) are (^) with (^) someone,
then (^) a (^) special
(^) kind
(^) of (^) solidarity
(^) is (^) possible,
(^) a (^) certain
(^) trust.
(^) You (^) together,
against
(^) the (^) seeker.
The
Others,
Usually
Adults
Adults
(^) seldom
(^) play
(^) hide
(^) and (^) seek
(^) themselves,
(^) but (^) they
(^) can (^) play
(^) an
important
(^) role. (^) Sometimes
(^) they
(^) give (^) the (^) hider
(^) away
(^) unknowingly
(^) with
(^) a
“friendly”
(^) look.
(^) Sometimes
(^) they attach
(^) no (^) importance
(^) to (^) the (^) game,
(^) act (^) as
though
(^) it (^) were
(^) not (^) being
(^) played,
(^) and (^) give
(^) away
(^) the (^) hiding
(^) place
(^) on
purpose.
(^) “Mr.
(^) K. (^) started
(^) banging
(^) on (^) the (^) window
(^) because
(^) we (^) weren’t
allowed
(^) in (^) the (^) bushes
(^) and (^) that (^) gave us
(^) away.”
Another
(^) child
(^) mentioned
(^) watching
(^) out (^) for (^) the (^) park
(^) warden
(^) while
hiding behind
(^) a (^) hedge
(^) because
(^) the (^) grass
(^) and (^) hedges
(^) were
(^) not (^) supposed
(^) to
be (^) played
(^) on (^) or (^) around.
(^) The (^) rights
(^) of (^) the (^) shrubs
(^) were
(^) being
(^) protected
(^) by
this (^) adult.
The
Importance
of
Play
“It (^) is (^) hard
(^) to (^) imagine
(^) any (^) function
(^) for (^) peekaboo
(^) aside
(^) from
(^) practice
(^) in
the (^) learning
(^) of (^) rules
(^) in (^) converting
(^) ‘gut (^) play’
(^) into (^) play
(^) with
(^) conventions.
But (^) there
(^) may (^) be (^) one (^) additional
(^) function;
(^) as (^) Garvey
(^) (in (^) press)
(^) has (^) noted,
one (^) of (^) the (^) objectives
(^) of (^) play (^) in (^) general
(^) is (^) to (^) give (^) the (^) child
(^) opportunity
(^) to
explore
(^) the (^) boundary
(^) between
(^) ‘real’
(^) and (^) make
(^) believe”
(^) (Bruner
(^) and
Sherwood,
(^) p. 61).
All (^) living
(^) is (^) becoming,
(^) or (^) formation. This
(^) is (^) not (^) less (^) true (^) for (^) the (^) adult
than (^) for (^) the child.
(^) All (^) our (^) lives
(^) we (^) depend
(^) upon past
(^) events
(^) to (^) help (^) us (^) act
now
with
intent
directed
toward
some
future
goal.
The
task
of
phenomenological
(^) analysis
(^) is (^) to (^) understand
(^) the (^) meaning
(^) of (^) experience
(^) in
its (^) personal
(^) historical
(^) context
(^) as (^) much
(^) as (^) possible
(^) as (^) a (^) totality,
(^) embedded
in (^) all of its
(^) contexts.
(^) This
(^) search
(^) for (^) the (^) meaning
(^) of (^) events
(^) can (^) only (^) occur
(^) if
the (^) experience
(^) under study
(^) becomes
(^) the (^) prime
(^) focus,
(^) in (^) the (^) language
(^) of
phenomenology,
(^) “for (^) itself’
(^) and (^) not (^) as (^) a means
(^) to (^) some
(^) other
(^) end.
The (^) play (^) of (^) children
(^) can be
(^) interpreted
(^) as (^) a (^) means
(^) rather
(^) than
(^) an (^) end.
If (^) adulthood
(^) is (^) the (^) goal,
(^) the (^) important
(^) end, (^) then
(^) all (^) of (^) childhood
(^) is (^) prelude.
In (^) this (^) way (^) it (^) is (^) possible
(^) to (^) overemphasize
(^) the (^) role (^) of (^) the (^) future
(^) in (^) the
present, where
(^) the (^) child’s
(^) experience
(^) is (^) concerned,
(^) and (^) lose (^) sight of the
immediate
(^) social
(^) dialectic
(^) of (^) experience. We
(^) are (^) all (^) living
(^) in (^) a (^) “now,”
(^) with
others,
(^) adults
(^) included.
(^) The (^) “now”
(^) of (^) adulthood
(^) must
(^) not (^) become
(^) the
standard by
(^) which
(^) the (^) importance
(^) of (^) childhood
(^) experience
(^) is (^) judged.
(^) That
distorts
(^) our (^) picture of
(^) childhood.
The (^) correction
(^) for (^) this (^) distortion
(^) is (^) to (^) take the
(^) child’s
(^) experience
(^) as
seriously
(^) as (^) the (^) children
(^) themselves
(^) do. (^) That
(^) means
(^) elevating
(^) hiding
games
(^) to (^) importance,
(^) for (^) themselves
(^) as (^) a (^) way (^) of (^) being
(^) for (^) the (^) child.
(^) To (^) try
to (^) determine
(^) the (^) functional
(^) role (^) of (^) these
(^) games,
(^) meaning
(^) what
(^) they (^) teach
the (^) child
(^) that (^) he (^) or (^) she (^) presumably
(^) doesn’t
(^) know
(^) and (^) needs
(^) to (^) learn,
(^) is (^) one
sided,
being
the adult’s
point
of view,
and (^) distorts
(^) the
reciprocal
relationship
(^) between
(^) the (^) child
(^) and (^) others.
(^) Adults
(^) play
(^) peekaboo,
(^) too.
What
(^) is is (^) its (^) “function”
(^) in (^) their
(^) lives?
(^) Certainly
(^) no (^) one (^) would
(^) want to
presume
(^) that (^) they (^) are (^) playing
(^) to (^) learn
(^) about
(^) reality. Why
(^) make
(^) the (^) same
presumption
(^) about the
(^) child?
Play (^) is (^) as (^) important
(^) as (^) childhood itself.
(^) In (^) our (^) own (^) adult
(^) belief
(^) that
“maturity”
(^) and
(^) serious
(^) purposes
(^) are
(^) life’s
(^) ends,
(^) we (^) forget
(^) what
(^) children
looked
(^) at; (^) hiding
(^) makes
(^) being
(^) seen (^) difficult,
(^) thus,
(^) when
(^) you (^) are (^) seen,
(^) it (^) is
because
(^) you (^) want to
(^) be (^) seen.
(^) If (^) you (^) control
(^) the (^) little
(^) game,
(^) you (^) can (^) draw
(^) it
out (^) and (^) vary
(^) it (^) with
(^) more and more
(^) playful
(^) challenges
(^) to (^) make
(^) yourself
more (^) available.
In (^) these
(^) encounters
(^) beaming
(^) eyes
(^) are (^) the (^) center
of
interest. The
(^) child
(^) can (^) apparently
(^) never get
(^) enough
(^) of (^) them.
(^) Again
(^) and
again
(^) he (^) or (^) she (^) actively
(^) seeks
(^) to (^) receive
(^) the (^) special
(^) interest
(^) from
(^) someone’s
eyes. (^) The (^) child
(^) seeks
(^) out (^) this (^) action
(^) especially
(^) to (^) be (^) the (^) one (^) seen.
Even (^) at older
(^) ages (^) this (^) sort (^) of play
(^) remains
(^) fun; (^) older
(^) children
(^) play (^) with
younger
(^) and (^) enjoy
(^) it (^) with (^) them—with
(^) eyes (^) and (^) nose
(^) pressed
(^) close
(^) against
each (^) other,
(^) eyes (^) closed,
(^) we (^) count together
(^) one, (^) two, three,
(^) and (^) at the
(^) same
time (^) we (^) open
(^) our (^) eyes (^) and (^) laugh
(^) together
(^) at (^) the (^) pleasure
(^) we (^) feel. (^) Or, (^) on (^) the
swing:
(^) children
(^) swing
(^) toward
(^) one (^) another,
(^) suddenly
(^) make
(^) eye (^) contact
(^) and
lose (^) it. (^) Or, (^) they
(^) sit (^) playfully
(^) back
(^) to (^) back,
(^) run (^) around the
(^) little
(^) shed, peek
around the
(^) corner
(^) and (^) eye (^) to (^) eye, (^) unexpectedly,
(^) meet
(^) each
(^) other
(^) and (^) then
shriek
(^) with
(^) excitement
(^) and pleasure.
(^) It (^) was (^) also (^) fascinating
(^) to (^) see (^) how (^) a
shy (^) five (^) year (^) old (^) child
(^) uses (^) peekaboo
(^) to (^) make
(^) friends
(^) with (^) a (^) new (^) camping
neighbor.
(^) (These
(^) observations
(^) were made
(^) by Bleeker
(^) and (^) Mulderij
(^) at (^) a
family
(^) camp
(^) in (^) Holland.)
What
(^) can (^) be (^) said
(^) for (^) our (^) observations
(^) of (^) Nancy
(^) in (^) the (^) closet
(^) and
grandma
(^) and (^) grandpa
(^) playing
(^) with
(^) grandson
(^) on (^) the (^) station
(^) platform?
Here (^) play (^) has (^) become
(^) “the play.”
(^) Now
(^) the (^) game
(^) has (^) become
(^) theater.
(^) These
two (^) forms
(^) of (^) activity
(^) have
(^) much
(^) in (^) common.
(^) Both
(^) are (^) worlds
(^) apart
(^) in
which
(^) the (^) normal
(^) everyday
(^) life (^) rules
(^) are (^) suspended
(^) or (^) changed.
(^) We (^) don’t
talk (^) here (^) about
(^) a (^) boundary
(^) between
(^) “reality”
(^) and (^) “unreality”
(^) but (^) about
(^) a
different
(^) reality.
A
(^) play
(^) is (^) no (^) less (^) real (^) for (^) its (^) difference
(^) from
(^) the (^) usual
events
(^) in (^) our (^) lives.
(^) The (^) play (^) may (^) in (^) fact (^) be (^) more
(^) revealing
(^) of (^) fundamental
truths
(^) and,
(^) for (^) that (^) reason,
(^) of (^) more
(^) interest
(^) to (^) everyone
(^) (see (^) Gadamer,
A play
(^) is (^) reality
(^) to (^) the (^) second
(^) power.
(^) It (^) is (^) not (^) dull. (^) If (^) we (^) assume
(^) for (^) the
moment
(^) that (^) in (^) both
(^) the (^) case (^) of (^) the (^) closet
(^) and (^) the (^) station
(^) platform
(^) a (^) play
is being
(^) played and
(^) not (^) a (^) game
(^) and (^) that (^) everyone
(^) knows
(^) quite
(^) well what
(^) is
going
(^) on, (^) then
(^) we (^) have
(^) no (^) reason
(^) to (^) conclude
(^) that (^) the (^) child
(^) lacks
(^) bodily
awareness.
(^) The (^) child
(^) is (^) a (^) player
(^) like (^) mother
(^) and (^) grandma
(^) and (^) grandpa;
everyone
(^) is (^) agreed
(^) on (^) the (^) script
(^) and, (^) as (^) in (^) an (^) improvised
(^) piece
(^) of (^) theater,
each (^) takes
(^) his (^) cue (^) from
(^) the (^) other.
(^) Grandma
(^) and (^) the (^) little
(^) boy (^) hide,
(^) but (^) it (^) is
grandpa
(^) who (^) creates
(^) the (^) play
(^) when
(^) he (^) pretends
(^) not (^) to (^) see (^) them.
(^) And
(^) he
does (^) that (^) after
(^) he has
(^) seen
(^) them.
(^) Are (^) we (^) to (^) believe
(^) that (^) grandma
(^) doesn’t
know
(^) she (^) was (^) seen?
(^) No, (^) of (^) course
(^) not. (^) Why
(^) then
(^) assume
(^) the (^) child
(^) is (^) also
unaware?The
(^) point
(^) of (^) play, the
(^) source
(^) of (^) the (^) delight
(^) comes
(^) in (^) knowing
(^) that
it is theater
(^) and (^) that (^) grandpa
(^) loves
(^) us (^) enough
(^) to (^) play (^) it (^) with (^) us. (^) And
(^) what
of (^) the (^) onlookers
(^) in (^) this (^) case?
(^) They
(^) pretend,
(^) too. (^) They
(^) pretend
(^) that
nothing
(^) unusual
(^) has
occurred.
It (^) is (^) only
(^) three
(^) people
showing
(^) their
understanding
(^) and (^) pleasure
(^) in (^) being
(^) together
(^) by (^) acting
(^) out (^) their
(^) love.
Nancy
(^) and (^) mother
(^) represent
(^) a (^) similar
(^) situation.
(^) Mother
(^) even
(^) says (^) that
there
(^) is (^) a (^) little
(^) girl (^) here,
(^) but (^) it (^) isn’t (^) Nancy.
(^) Nancy
(^) delights
(^) in (^) being
(^) able (^) to
watch
(^) while
(^) at (^) the (^) same
(^) time (^) she (^) isn’t (^) supposed
(^) to (^) be (^) there.
(^) She (^) is (^) like (^) the
voyeur
(^) who (^) has (^) not (^) been
(^) seen,
(^) still (^) anonymous
(^) in (^) the (^) sight
(^) of (^) the (^) other.
In (^) comparison
(^) with
(^) peekaboo,
(^) this (^) is (^) a (^) much
(^) more
(^) complicated
(^) game.
The
(^) possibilities
(^) for (^) variation
(^) are
(^) much
(^) greater;
(^) this
(^) is (^) make
(^) believe:
(^) doing
as (^) if (^) you (^) are (^) someone
(^) else, (^) and (^) doing
(^) as (^) if (^) you (^) are (^) not (^) there.
(^) A (^) whole
(^) field
(^) of
fantasy possibilities
(^) is (^) opened
(^) for (^) entering
(^) into (^) other
(^) identities,
(^) the (^) other
that (^) you (^) yourself
(^) could
(^) have
(^) been.
(^) Nancy
(^) lives
(^) through
(^) these
(^) experiences
to (^) the high
(^) point:
I,
(^) Nancy,
(^) am (^) myself.
(^) End
(^) and (^) high
(^) point
(^) are (^) the
recognition
(^) and (^) acknowledgement
(^) of (^) yourself
(^) in (^) full (^) bodily
(^) awareness.
Everything
(^) is (^) exciting
(^) yet (^) safe (^) in (^) the (^) warmth
(^) of (^) the (^) older,
(^) trusted
(^) player.
You (^) can (^) take (^) the (^) risk (^) of (^) a disguise:
(^) You (^) can (^) almost
(^) disappear
(^) because
(^) you
know
(^) definitely
(^) that, in
(^) the (^) end, (^) you (^) will (^) be (^) found,
(^) back
(^) again,
(^) in (^) triumph.
The (^) body
(^) must
(^) be (^) gone
(^) to play
(^) hide (^) and (^) seek.
(^) You (^) must hide
(^) yourself
somewhere
(^) in (^) the (^) immediate
(^) surroundings.
(^) For (^) that (^) you (^) must
(^) be (^) able (^) to
run (^) and you
(^) must know
(^) all (^) the (^) good
(^) places
(^) to (^) hide.
(^) We (^) note (^) that
(^) there
(^) is
talk
here
of a realistic
self
consciousness
in relation
to the
real
surroundings
(^) of (^) people,
(^) things,
(^) and (^) landscape.
(^) There
(^) is (^) a (^) realistic
(^) and (^) very
practical
(^) assessment
(^) of (^) what
(^) is (^) possible developed
(^) with
(^) or (^) through
(^) the
game.
(^) More
(^) precisely:
There
(^) is (^) realism
(^) with
(^) respect
(^) to (^) one’s
(^) own (^) body
(^) and (^) understanding
(recognition)
(^) of (^) whole
(^) and (^) part:
(^) If (^) they (^) see (^) your hair,
(^) your
(^) bathing
(^) suit,
or (^) your (^) shoes,
(^) or (^) if (^) they (^) see (^) part (^) of (^) you, (^) then
(^) you (^) are (^) there,
(^) totally.
Realism
(^) with (^) respect
(^) to (^) the (^) skills
(^) and (^) capacities
(^) of (^) your (^) own (^) body:
(^) If
the (^) person who
(^) is (^) it (^) goes (^) farther
(^) away
(^) and (^) doesn’t
(^) look around,
(^) can’t
(^) I
make
(^) it?
Realism
(^) with (^) respect
(^) to (^) the (^) estimate
(^) of (^) the (^) other
(^) person’s
(^) capabilities:
If (^) he (^) is (^) faster
(^) than
(^) I am, (^) then
(^) I (^) must
(^) have
(^) a (^) good
(^) deal (^) less (^) distance
(^) to
cover
(^) to (^) reach
(^) base (^) than
(^) the (^) seeker
(^) does.
(^) Children
(^) can, (^) at very
(^) young
ages, (^) size (^) one (^) another
(^) up. (^) One
(^) can (^) easily
(^) see (^) this in
(^) the (^) choosing
(^) of
teams
(^) at (^) recess.
Realism
(^) with (^) respect
(^) to (^) those
(^) who (^) don’t
(^) play,
(^) usually adults:
(^) Children
learn
(^) quickly
(^) which
(^) adults
(^) are (^) so (^) unaware
(^) they (^) will (^) give (^) them
(^) away
(^) by
speaking
(^) to (^) them,
(^) who (^) are (^) kindly
(^) and (^) will (^) tolerate
(^) or (^) help,
(^) and (^) who (^) are
mean
(^) and (^) likely
(^) to betray
(^) a hiding
(^) place
(^) on (^) purpose.
Realism
with
respect
to the
physical
surroundings
and
their
possibilities:
(^) The (^) little
(^) wall (^) is (^) realistically
(^) assessed
(^) with
(^) respect
(^) to its
possibilities
as (^) a hiding
(^) place.
What
(^) will (^) happen
(^) as the seeker
approaches
(^) the (^) hiding
(^) place
(^) from
(^) the (^) other
(^) side,
(^) etc.; (^) a (^) clever
(^) child of
about
(^10) (^) hangs
(^) his (^) colorful jacket
(^) in (^) a (^) tree (^) and (^) then
(^) goes (^) somewhere
else (^) to (^) hide.
We (^) see (^) that (^) we (^) have come
(^) close
(^) to (^) the (^) view
(^) of (^) Piaget
(^) about the growing
“realism” in
(^) the (^) child’s development.
(^) Where
(^) Piaget
(^) focuses on
(^) the (^) “real,”
the (^) “abstract,”
(^) the (^) “objective”
relations,
we (^) see (^) a (^) realism
(^) in (^) human
relations.
(^) It (^) proceeds
(^) from
(^) a (^) recognition
(^) of (^) one’s
(^) own (^) and (^) of (^) the (^) other
person’s body,
(^) the (^) possibility
(^) of (^) action
(^) and (^) the (^) possibility of
(^) changes
(^) of
perspective.
What
we notice
is not so much
a change
away
(^) from
egocentrism
(^) to world
(^) objectivity,
(^) but (^) rather
(^) a (^) more
(^) differentiated
(^) and
nuanced
(^) understanding
(^) of (^) positionality.
(^) The (^) child
(^) learns
(^) that
(^) there
(^) are
more (^) ways
(^) to (^) look (^) and (^) learns
(^) that (^) there
(^) are (^) many
(^) ways
(^) in (^) which
(^) you (^) can (^) be
looked
(^) at. (^) Within
(^) the (^) one (^) inescapable
(^) perspective
(^) that (^) you (^) are (^) with
(^) your
own (^) body
(^) the (^) child
(^) comes
(^) to (^) understand
(^) that (^) it (^) is (^) also (^) possible
(^) to (^) take (^) up
other
(^) person’s
(^) perspectives.
are (^) hidden
(^) or (^) not. (^) Maybe
(^) younger
(^) children really
(^) don’t
(^) know
(^) how (^) to (^) hide;
it is hard (^) to (^) be
sure (^) about
(^) that.
(^) The
(^) important
difference
(^) for (^) our
understanding
(^) of (^) one (^) child’s
(^) lived
(^) experience
(^) is (^) the enjoyment
(^) of (^) being
away
but safe
and,
most
importantly,
sought.
Mothers,
grandmas,
grandpas,
(^) and (^) even
(^) strangers
(^) are (^) expressing
(^) love
(^) and (^) support
(^) for (^) the
children
(^) by (^) playing
(^) along.
(^) There
(^) can be
(^) no (^) better
(^) sign (^) that (^) I care (^) than
(^) to
take (^) up the
(^) play
(^) where
(^) they
(^) have
(^) left (^) it (^) for (^) me. (^) This
(^) is (^) true
(^) as (^) well (^) for
children playing
(^) hide (^) and (^) seek.
(^) To (^) ignore
(^) your (^) lead (^) is (^) a (^) real act
(^) of (^) rejection.
The Social
World
We (^) have
(^) already
(^) said (^) a (^) great
(^) deal (^) about the
(^) social
(^) world
(^) of (^) these
(^) two
sorts (^) of (^) games.
(^) Hide
(^) and (^) seek (^) is (^) a (^) game
(^) for (^) peers
(^) to play
(^) among themselves.
Peekaboo
(^) is (^) played
(^) by children
(^) with (^) adults,
(^) or (^) older
(^) with (^) younger
(^) children.
Children
(^) usually
(^) do (^) not (^) play (^) peekaboo
(^) with (^) their
(^) age (^) mates.
The (^) fun of
(^) hide (^) and (^) seek (^) lies (^) in (^) the (^) dialectical
(^) tension
(^) in (^) “together,
(^) but
alone,”
(^) which
(^) unites
(^) everyone
(^) in (^) the (^) game.
(^) To (^) play
(^) means
(^) to (^) play
(^) with
someone.
(^) Hide
(^) and (^) seek (^) is (^) no (^) fun, (^) it (^) is (^) a (^) disaster,
(^) if (^) no (^) one (^) comes
(^) to (^) look (^) for
you. (^) In (^) the (^) game,
(^) you (^) are (^) alone,
(^) but (^) the (^) idea (^) is (^) not (^) to (^) stay (^) that (^) way.
(^) The
tension
(^) of (^) being
(^) the (^) last (^) to (^) be (^) found,
(^) being
(^) alone
(^) while
(^) everyone
(^) is (^) together
at (^) the (^) base (^) but (^) pulling
(^) for (^) you, (^) is (^) the (^) height
(^) of (^) the (^) excitement
(^) of (^) the (^) game.
It is what (^) makes
(^) playing
(^) fun. (^) You must
(^) deny
(^) yourself
(^) the (^) pleasure
(^) of (^) being
with (^) everyone
(^) in (^) order
(^) to (^) be (^) a (^) part (^) of (^) the (^) group.
The (^) seeker
(^) is (^) someone
(^) apart,
(^) also (^) alone,
(^) but (^) also (^) central to
(^) the (^) play.
This (^) is (^) an (^) important
(^) role (^) to (^) play.
(^) He (^) is (^) “against”
(^) the (^) rest,
(^) but (^) he (^) unites
everyone
(^) else (^) in (^) their
(^) opposition.
(^) Playing
(^) against
(^) one (^) another
(^) makes
(^) each
necessary.
(^) You (^) can do
(^) without
(^) the outside
(^) observer
(^) but (^) for (^) the hidden, the
seeker
(^) is (^) essential;
(^) without
(^) the (^) to-be-sought,
(^) there would
(^) be (^) no (^) seeker
(^) role.
In (^) hide
(^) and (^) seek
(^) and (^) peekaboo,
(^) the (^) tension
(^) lies (^) in (^) cooperation
(^) and
mutual
support
given
one
another
by the
players.
In peekaboo
particularly,
it is as though
the
adult
were
bringing
the
child’s
intentionality
(^) into (^) existence
(^) by (^) playing
(^) along.
(^) The (^) source
(^) of (^) the (^) child’s
(^) joy
comes
(^) from
(^) the (^) realization
(^) that (^) his (^) or (^) her (^) acts (^) are (^) seconded
(^) by the
(^) adults
around him.
(^) Peekaboo
(^) is (^) a (^) demonstration
(^) of (^) power
(^) for (^) the (^) child—and
(^) for
the (^) mother.
(^) They
(^) give (^) joy (^) to (^) one (^) another
(^) as (^) they
(^) realize
(^) their
(^) ability
(^) to
communicate
(^) intentions
(^) through
(^) the (^) game.
(^) Gadamer
(^) speaks
(^) of
Bildung
(^) as (^) the (^) foundation
(^) for (^) human
(^) understanding.
(^) Bildung,
(^) a (^) difficult
word (^) to (^) translate,
(^) means
(^) the (^) formation of
(^) the (^) educated
(^) person,
(^) the
cultured
(^) person,
(^) the (^) person
(^) who (^) actively
(^) represents his or
(^) her (^) cultural
heritage.
(^) Gadamer
(^) says (^) of (^) this (^) Bildung:
To (^) seek (^) one’s (^) own (^) in (^) the (^) alien, (^) to (^) become
(^) at (^) home
(^) in (^) it (^) is (^) the (^) basic (^) movement
(^) of
spirit, (^) whose
(^) being
(^) is (^) only (^) return
(^) to (^) itself (^) from (^) what (^) is (^) other...
(^) Every
(^) individual
is always
(^) engaged
(^) in (^) the (^) process
(^) of (^) Bildung
(^) and (^) is (^) getting
(^) beyond
(^) his
naturalness,
(^) in (^) as (^) much
(^) as (^) the (^) world
(^) into (^) which
(^) he (^) is (^) growing
(^) is (^) one (^) that (^) is
humanly
(^) constituted through
(^) langauge
(^) and (^) custom.
(^) (Gadamer,
(^) 1975, (^) p. (^) 15)
We (^) must
(^) not (^) presume
(^) that (^) peekaboo
(^) is (^) meant
(^) only (^) for (^) the (^) child.
(^) Adults
(^) are
initiators
(^) and (^) partners
(^) in (^) the (^) play.
(^) They
(^) derive
(^) joy (^) from
(^) it, (^) too. (^) Recall
(^) the
reaction
(^) that (^) one (^) of (^) us (^) had (^) to (^) peekaboo
(^) in (^) Amsterdam.
(^) An (^) adult
(^) who plays
with
(^) a (^) child
(^) is (^) also
(^) enlivened by the
(^) experience.
To play
(^) the (^) game
(^) is (^) to (^) be (^) accepted,
(^) not (^) passively
(^) but (^) actively
(^) to (^) have
your (^) existence
(^) seconded
(^) by (^) your (^) partner,
(^) and (^) this (^) as (^) much
(^) for the
(^) adult
(^) as
the (^) child.
(^) For (^) the (^) adult,
(^) the (^) joy (^) comes
(^) from
(^) giving
(^) joy; (^) for (^) the (^) child
(^) from
gaining mastery,
(^) the (^) assimilation
(^) of (^) the (^) socio-cultural
(^) reality
(^) of (^) his (^) or (^) her
own (^) existence.
(^) To (^) put (^) it (^) perhaps
(^) too (^) crudely,
(^) when you
(^) are (^) playing,
(^) you (^) are
controlling
(^) the (^) other.
(^) They
(^) therefore
(^) show
(^) to (^) you (^) the (^) importance
(^) of (^) your
own (^) actions,
(^) your (^) own (^) existence
(^) and (^) being
(^) for (^) the (^) other.
The (^) importance
(^) of (^) eye (^) contact
(^) is (^) something which
(^) binds
(^) all (^) of (^) these
games
(^) tQgether.
(^) To (^) catch
(^) someone,
(^) you (^) must
(^) look (^) at them,
(^) whether
(^) it (^) is
hide (^) and (^) seek,
(^) peekaboo,
(^) or (^) whatever.
(^) The (^) essence
(^) of (^) the (^) game
(^) is (^) to (^) catch
with (^) your
(^) eyes.
(^) To (^) know
(^) you (^) are (^) caught
(^) is (^) to (^) see (^) yourself
(^) being
(^) seen,
(^) and
eye (^) contact
(^) is (^) a (^) tension
(^) filled
(^) event.
(^) In (^) the (^) games
(^) we (^) describe,
(^) the (^) tension
(^) is
released
(^) with (^) laughter,
(^) with
(^) joy, (^) or (^) with
(^) running
(^) to (^) touch
(^) base.
(^) First
(^) you
are (^) alone,
(^) though
(^) being
(^) sought,
(^) then (^) you (^) make
(^) eye (^) contact
(^) with (^) the other,
and (^) then
(^) you (^) react
(^) together.
(^) The (^) game
(^) keeps
(^) the (^) tension
(^) within
(^) bounds,
but (^) tension
(^) there
(^) is. (^) Consider
(^) the account
(^) of (^) running
(^) to (^) base (^) presented
earlier. Sartre
(^) writes
(^) of (^) eye (^) contact
(^) of (^) a different
(^) sort (^) in (^) L’Etre
(^) et (^) le (^) Neant. In
his (^) account
(^) of (^) “le (^) regard” the tension
(^) is (^) clearly
(^) evident.
(^) It (^) is (^) not (^) a (^) game.
Someone
(^) is (^) caught
(^) looking
(^) through
(^) a (^) keyhole.
(^) In (^) that (^) look (^) from
(^) the other,
the (^) voyeur
(^) is (^) shamed.
(^) First
(^) he (^) was (^) alone,
(^) unaware
(^) of (^) himself
(^) spying,
(^) but
now (^) in (^) that (^) look (^) from
(^) the (^) other,
(^) he (^) feels shame.
(^) He (^) is (^) suddenly
(^) conscious
(^) of
himself
(^) and (^) what
(^) he (^) is (^) doing.
(^) “It (^) is (^) shame
(^) or (^) pride
(^) which
(^) reveals
(^) to (^) me (^) the
other’s
(^) look (^) and (^) myself
(^) at (^) the (^) end (^) of (^) that (^) look.
(^) It (^) is (^) shame
(^) or (^) pride
(^) which
makes
(^) me (^) live, (^) not (^) know
(^) the (^) situation of
(^) being
(^) looked
(^) at” (^) (Sartre,
p. (^) 350). Sartre’s
(^) description
(^) and (^) analysis
(^) seems
(^) convincing.
(^) Children
(^) can (^) also
feel (^) something
(^) like (^) shame.
(^) Professor
(^) Tsumuri
(^) writes
(^) about
(^) this: (^) “It (^) will (^) not
be (^) only (^) children
(^) but (^) adults
(^) too, (^) to (^) hide (^) themselves
(^) out (^) of (^) sight
(^) when
(^) they
are (^) blamed
(^) for (^) their
(^) faults
(^) and feel
(^) uneasy.
(^) To (^) put (^) oneself
(^) under
(^) a (^) cover,
not (^) to (^) be (^) seen
(^) by (^) others,
(^) is (^) nothing
(^) but (^) to (^) make
(^) this (^) inner
(^) world
(^) unseen
from (^) outside”
(^) (personal
(^) communication).
(^) An (^) “inner world”
(^) is (^) another
(^) way
to (^) say (^) there
(^) emerges
(^) an (^) “I” (^) snatched
(^) from
(^) the (^) other’s
(^) look.
No (^) matter
(^) how (^) strongly
I
(^) may (^) want
(^) to (^) disappear
(^) from
(^) shame,
(^) yet (^) “I”
remain
(^) present
(^) with (^) my (^) body;
(^) even
(^) for (^) children
(^) who (^) feel (^) shame,
(^) the (^) bodily
consciousness
(^) and (^) the (^) “I” (^) of (^) the (^) inner
(^) world
(^) are (^) constituted
(^) together.
(^) In
shame
(^) there
(^) is (^) “too
(^) much”
(^) of (^) me (^) and (^) thus
(^) the (^) journey
(^) back
(^) inside
(^) is
required.
(^) In (^) shyness, on
(^) the (^) other
(^) hand,
(^) there
(^) is (^) uncertainty,
(^) hesitation;
May (^) I (^) be (^) here?
(^) The
(^) shy (^) child
(^) is (^) ready
(^) to (^) step
(^) back
(^) but, (^) in (^) the (^) right
circumstances,
(^) even
(^) more
(^) ready
(^) to (^) appear;
(^) to (^) tell (^) us: (^) Yes, (^) I am (^) here,
(^) since
there
(^) is (^) no (^) reason
(^) to (^) distance
(^) myself
(^) from
(^) by (^) own (^) body
(^) as (^) in (^) shame
(^) where
the (^) “inner”
(^) becomes
(^) refuge.
(^) That
(^) an (^) analysis
(^) of (^) the (^) look cannot
(^) rest (^) with
(^) a
description
(^) of (^) shame
(^) is, (^) we (^) hope,
(^) to (^) everyone
(^) who
(^) has (^) followed
(^) the
argument to
(^) this point,
(^) clear.
Sartre
(^) says (^) that (^) the (^) look (^) brings
(^) shame
(^) or (^) pride.
(^) It (^) is (^) pride
(^) that (^) we (^) find
in (^) “hide
(^) and (^) seek
(^) as (^) theater”
(^) of (^) Nancy
(^) and (^) grandson
(^) with
(^) grandma
(^) and
grandpa.
(^) Children
(^) show
(^) themselves
(^) and (^) holler,
(^) “I’m
(^) Nancy.”
(^) They
(^) are
proud
(^) of (^) their
(^) own
(^) existence,
(^) that
(^) they
(^) are
(^) themselves,
(^) that
(^) they
(^) have
(^) a
apparently
(^) use (^) this (^) fact (^) to (^) flush
(^) out (^) their
(^) quarry,
(^) waiting
(^) quietly
(^) and (^) more
patiently
(^) than
(^) the (^) hidden
(^) one (^) for (^) a (^) curious
(^) head
(^) to (^) appear.
(^) The
(^) hider,
alone (^) with
(^) nothing to
(^) do (^) but (^) wait,
(^) thinks
(^) that (^) a (^) lot (^) of (^) time
(^) has gone
(^) by,
fears
having
been
forgotten,
wonders
if anything
has happened
to
interrupt
(^) the (^) game,
(^) and (^) pokes
(^) up (^) a (^) curious
(^) head—caught! A
(^) very
(^) clever
strategy
(^) by the
(^) seeker.
In (^) peekaboo
(^) and (^) its (^) variants,
(^) with
(^) the (^) younger
(^) children
(^) there
(^) is (^) a
transformation of
(^) time (^) as (^) the (^) game
(^) begins.
(^) The (^) need
(^) to (^) pay (^) attention
(^) to
the clock
(^) is (^) set (^) aside
(^) and (^) the (^) rhythm
(^) of (^) mutual
(^) experience
(^) takes
(^) its (^) place.
As (^) mother
(^) becomes
(^) a (^) playmate,
(^) she (^) drops
(^) her (^) concerns
(^) of (^) the (^) moment
(^) to
take (^) up (^) the (^) game.
(^) At (^) the (^) entrance
(^) to (^) the (^) world
(^) of (^) play,
(^) all (^) watches
(^) are
checked.
(^) When
(^) grandma, grandpa,
(^) stranger, or
(^) mother
(^) looks
(^) at (^) a (^) watch
(^) the
game (^) ends,
(^) like (^) the (^) disruption
(^) in (^) conversation
(^) which
(^) happens
(^) when
(^) one (^) of
the (^) participants
(^) glances
(^) at (^) a (^) watch.
Some
Practical
Suggestions
Now (^) we (^) know.
(^) We (^) can (^) see (^) why (^) parents
(^) and (^) children
(^) must
(^) have
(^) time (^) for
one (^) another;
(^) gladly
(^) to (^) see (^) one (^) another
(^) and (^) then
(^) spontaneously
(^) begin
(^) to
play. (^) Certainly in
(^) peekaboo,
(^) but (^) also (^) in (^) other
(^) hide
(^) and
(^) seek
(^) games,
children
(^) invite
(^) play (^) and (^) you, (^) if (^) you (^) accept,
(^) will (^) be (^) the (^) richer
(^) for (^) becoming
(^) a
willing
(^) player.
(^) Why
(^) don’t
(^) people
(^) seek
(^) pleasure
(^) when
(^) it (^) lies (^) so (^) ready
(^) to
hand?
The (^) decisions
(^) of adults
(^) should
(^) be (^) informed
(^) by (^) watching
(^) children:
(^) Do
we (^) need
(^) to (^) “teach”
(^) them?
(^) Can (^) we (^) create
(^) more
(^) possibilities
(^) for (^) play in
(^) the
backyard,
(^) the (^) playground,
(^) etc.,
(^) so (^) that
(^) children
(^) have
(^) a (^) chance
(^) to (^) play
games
(^) that (^) they (^) enjoy
(^) there?
Research
(^) in (^) the human
(^) sciences
(^) should
(^) strive
(^) for (^) practical
(^) outcomes.
(^) It
should help
(^) to (^) improve the
(^) lived
(^) world
(^) of (^) human
(^) beings.
(^) What
(^) does
(^) our
study
(^) of (^) hide
(^) and (^) seek
suggest
about
(^) neighborhood
(^) planning?
That
neighborhoods
(^) are (^) not (^) now (^) built
(^) with (^) sufficient
(^) concern
(^) for (^) the (^) intentions
of (^) children
(^) (probably
(^) adults,
(^) too).
(^) Children
(^) should
(^) have (^) a (^) safe (^) place
(^) to (^) play
hide (^) and (^) seek,
(^) away
(^) from
(^) dangerous
(^) traffic
(^) but (^) not (^) the (^) safety
(^) of (^) home;
(^) with
places
(^) to (^) hide,
(^) not (^) only (^) empty
(^) fields
(^) for (^) baseball
(^) and (^) football;
(^) with
(^) other
children
(^) nearby
(^) with (^) whom
(^) one (^) can (^) join (^) in.
These
(^) seem
(^) simple
(^) enough,
(^) but (^) they (^) appear
(^) to (^) be (^) harder
(^) and (^) harder
(^) to
fulfill,
(^) particularly in
(^) the (^) cities
(^) of (^) our (^) world
(^) where
(^) the (^) two (^) major
(^) constants
seem (^) to (^) be (^) high (^) rise (^) buildings
(^) which
(^) force
(^) children
(^) to play
(^) too (^) far from
(^) the
safety
(^) of (^) home,
(^) and (^) cars,
(^) which
(^) kill (^) thousands
(^) every
(^) year.
(^) Our reliance
(^) on
the (^) automobile
(^) seems
(^) to (^) keep
(^) us (^) from
(^) even
(^) entertaining restrictions
(^) on its
use. Even (^) in (^) the (^) better
(^) neighborhoods
(^) of (^) the (^) U.S.A.
(^) and (^) Canada,
(^) it (^) is
sometimes
(^) hard
(^) to (^) play (^) hide (^) and (^) seek.
(^) The (^) layout
(^) is (^) grand,
(^) wide
(^) and (^) open;
wide (^) asphalt
(^) streets,
(^) stately
(^) (flat)
(^) clipped
(^) grassfields where
(^) you (^) need
(^) a
green
(^) jogging
(^) suit (^) in (^) order
(^) not (^) to (^) be (^) seen,
(^) few (^) or (^) no (^) neglected corners,
(^) little
groups
(^) of (^) trees
(^) or (^) sheds.
(^) Children
(^) feel (^) lost (^) here,exposed
(^) to (^) every
(^) glance.
Friends often
(^) live (^) too (^) far (^) away
(^) for (^) easy (^) contact.
(^) Everyone
(^) lives (^) too (^) far (^) away
to (^) walk. The whole
(^) neighborhood
(^) is (^) built
(^) around
(^) the
(^) long
(^) wide
(^) street.
(^) We
agree
(^) with (^) Hart
(^) (1979)
(^) that (^) children
(^) need
(^) the (^) experience
(^) of (^) walking
(^) from
place (^) to (^) place
(^) to (^) become
(^) independent
and (^) to (^) become
(^) oriented
(^) to (^) a
neighborhood.
(^) It (^) is (^) a (^) childlike
(^) experience
(^) of (^) being
(^) that
(^) deserves
(^) to (^) be
preserved. The (^) alternative
(^) to the
(^) danger
(^) of (^) the (^) street
(^) seems
(^) to (^) be (^) the (^) playground.
This (^) is (^) not (^) always
(^) a (^) happy
(^) alternative.
(^) Children
(^) should
(^) be (^) close
(^) to (^) their
homes.
(^) Children
(^) should
(^) be (^) a (^) part (^) of (^) the (^) world
(^) of (^) adults
(^) too. (^) There
(^) is (^) too
much
(^) isolation
(^) of (^) people
(^) one (^) from
(^) another.
(^) Nor (^) is (^) there
(^) any real
(^) need
(^) to
confine
(^) children
(^) to (^) play (^) areas
(^) if (^) the (^) danger
(^) of (^) the (^) streets
(^) can (^) be (^) reduced.
(^) It
is the (^) street
(^) which
(^) makes
(^) the (^) playgrounds
(^) necessary,
(^) not (^) the (^) other
(^) way
around,
(^) and (^) that,
(^) to our
(^) way (^) of (^) thinking,
(^) is (^) exactly
(^) the (^) wrong
(^) way (^) around.
Our (^) informants
(^) do (^) not (^) describe
(^) playgrounds
(^) when
(^) they (^) tell (^) of (^) hide (^) and
seek. (^) This
(^) is (^) consistent
(^) with (^) what two
(^) of (^) us, (^) Bleeker
(^) and (^) Mulderij,
(^) found
and (^) reported in
(^) Kinderen
(^) Buiten
(^) Spel
(^) (1978).
(^) Children like
(^) to (^) play (^) where
there
(^) is (^) diversity
(^) and (^) activity,
(^) and (^) where
(^) there
(^) are (^) other
(^) people.
(^) The (^) ideal
is a (^) neighborhood
(^) without
(^) dangerous
(^) traffic,
(^) or (^) sacrosanct
(^) lawns
(^) (as (^) in (^) too
many suburban
(^) areas)
(^) where
(^) adults
(^) are (^) coming
(^) and (^) going
(^) and (^) the (^) children
are (^) never
(^) far (^) from
(^) someone’s
(^) sight.
(^) Large
(^) apartment
(^) houses
(^) and (^) busy
streets
(^) don’t
(^) make
(^) it.
It (^) might
(^) be (^) well (^) to (^) mention
(^) here,
(^) since
(^) this (^) article
(^) was (^) originally
(^) written
in Dutch
(^) and (^) the (^) research
(^) conducted
(^) in (^) the (^) Netherlands,
(^) one (^) happy
alternative
(^) to the
(^) danger
(^) of (^) traffic
(^) and (^) the isolation
(^) of (^) playgrounds
(^) has
been (^) developed
(^) there.
(^) Woo
(^) nerven
(^) (living
(^) areas)
(^) are (^) streets
(^) which
(^) have
been (^) modified to
(^) slow (^) traffic.
(^) These
(^) streets
(^) are (^) clearly
(^) marked
(^) with
(^) signs
and (^) curbing
(^) to (^) notify
(^) the (^) drivers
(^) that
(^) this (^) is (^) no (^) ordinary
(^) street.
(^) Here
pedestrians
(^) and (^) bicyclists
(^) have
(^) the (^) same
(^) rights
(^) to (^) move
(^) about
(^) as (^) does
(^) the
car. (^) Automobiles
(^) must
(^) give (^) way (^) to (^) foot (^) traffic
(^) and (^) especially
(^) to (^) children
(^) at
play. (^) Woonerven
(^) are (^) no (^) longer streets
(^) but (^) rather they
(^) are (^) living
(^) areas
where social
(^) contact
(^) can (^) occur
(^) for (^) those
(^) who (^) live (^) nearby.
(^) Parents
(^) can (^) safely
allow
(^) children to
(^) play
(^) near
(^) the (^) house
(^) without
(^) fearing
(^) that
(^) a (^) car (^) will (^) hit
them. Woonerven
(^) are (^) not (^) without
(^) their
(^) problems,
(^) but (^) they
(^) are (^) a (^) very
sensible step
(^) in (^) the (^) right
(^) direction.
Hide (^) and (^) seek
(^) is (^) one (^) of (^) the (^) important
(^) games
(^) that
(^) children
(^) play
among themselves.
There
(^) are (^) others,
(^) like (^) tag, (^) kick (^) the (^) can, (^) marbles,
(^) jump-rope,
(^) etc..
They (^) are (^) all (^) important,
(^) in (^) part,
(^) because
(^) the (^) children
(^) make
(^) the play
by (^) themselves,
(^) without
(^) the (^) guidance
(^) of (^) adults.
(^) This
(^) seems
(^) to (^) make
(^) them
happy,
(^) to (^) be (^) fun.
What
(^) children
(^) do (^) among
(^) themselves
(^) and (^) have
(^) done
(^) for (^) many
(^) years
(^) is
worth
(^) preserving.
(^) Particularly
(^) when
(^) it (^) only (^) requires
(^) that (^) you (^) do (^) not (^) make
it impossible
(^) for (^) the (^) children
(^) to (^) do (^) it. (^) Hide
(^) and (^) seek (^) and (^) games
(^) like (^) it (^) are (^) in
no danger
(^) of disappearing,
(^) but (^) they
(^) are (^) getting
(^) harder
(^) to (^) play
(^) today,
particularly
(^) in (^) our (^) cities.
There
(^) are (^) other
(^) games
(^) that (^) children
(^) are (^) taught
(^) by (^) adults,
(^) like (^) football,
which
(^) we are
(^) not (^) so (^) excited
(^) about.
(^) These
(^) games
(^) derive
(^) their
(^) impetus
(^) from
the (^) adult
(^) “coaches”
(^) who (^) instruct
(^) the (^) youngsters
(^) in (^) the (^) finer
(^) points
(^) of (^) play.
The
(^) government provides
(^) special
(^) fields
(^) where
(^) these
(^) games
(^) can
(^) be (^) played.
