Playspace

Playspace describes the space adults co-create, largely in organizational settings, for the play of new ideas, for people to play new roles, for more play in the system (flexibility and agility) and for improvised play. The concept contrasts with terms such as workplace or workspace, that are most often used to describe the physical space. Playspace refers to the social/relational space that adults create in the present moment, in the midst of solo or collaborative creativity, learning and engagement.[1]

Scholar-practitioner, Pamela Meyer, developed the concept based on her research on adults’ experiences learning to improvise.[2][3][4] Many participants attributed their experience of significant learning and transformation, not to the improvisation skills they learned, but to the space they co-created with their colleagues that enabled them to step out of their comfort zones, be more playful, experiment with new identities and develop new capacities.

The playspace model includes five dimensions: Relational: makes room for the development of social bonds Generative: generates energy and engagement Safe: for people to bring their whole selves and fresh perspectives Timeful: fully engages people in the present moment, while honoring the boundaries of the clock and deadlines Provocative: stretches familiar ways of thinking and being[5]

graphic facilitation by Brandy Agerbeck

Related concepts and usage

The term "playspace" is also used to describe physical spaces for children to play, and "playscape" to describe the design of playspaces for children.

Donald Winnicott used the term "play space" to describe the transitional space, or developmental space between mother and child, in which the child is free to play with emerging aspects of the self.[6] While not using the term "playspace", Harvard psychologist, Robert Kegan, expanded on Winnicott (1965),[7] for application to adult learning and development, calling this space a "holding environment" in which learners experience confirmation, contradiction, and continuity.[8]

Martin Livingston extended the use of Winnicott's playspace for use in adult psychotherapy.[9]

See also

External links

Brown, Stuart (2008) Why Play is More Than Fun, TEDtalks, TED.com
Meyer, Pamela (2010) Workplace to Playspace: A Mindset Shift, TEDxPeachtree

References

  1. ↑ Meyer, P. (2010). From workplace to playspace: Innovating, learning and . San Francisco: Jossey-Bass.
  2. ↑ Meyer, P. (2006a). Learning space and space for learning: Adults' intersubjective experiences of improvisation. Paper presented at the Adult Education Research Conference.
  3. ↑ Meyer, P. (2006b). Learning space and space for learning: Adults' intersubjective experiences of improvisation. Unpublished Doctoral, Fielding Graduate University, Santa Barbara, CA.
  4. ↑ Meyer, P. (2010). From workplace to playspace: Innovating, learning and changing through dynamic engagement. San Francisco: Jossey-Bass.
  5. ↑ Meyer, P. (2010). From workplace to playspace: Innovating, learning and changing through dynamic engagement. San Francisco: Jossey-Bass.
  6. ↑ Winnicott, D. W. (1971). Playing and reality. New York: Basic Books.
  7. ↑ Winnicott, D. W. (1965). The maturational process and the facilitating environment. New York: International Universities Press.
  8. ↑ Kegan, R. (1982). The evolving self: Problems and process in human development. Cambridege, MA: Harvard University Press.
  9. ↑ Livingston, M. S. (2001). Self Psychology, Dreams and Group Psychotherapy: Working in the Playspace. Group, 25(1/2), 15-26.
This article is issued from Wikipedia - version of the 11/30/2016. The text is available under the Creative Commons Attribution/Share Alike but additional terms may apply for the media files.