Snow story: Børnehuset Kølvrå (2022)
Has the educational environment changed:
We have had some concrete activities both via playful art in the process in the 2 groups of ladybugs and via artistic workshops for all staff in the house.
We've got concrete activities - songs and singing games.
We have gained ideas on how we can increase the children's perspective in our musical activities. And create communities where all children can participate regardless of their development level.
We have gained some easily accessible "instruments" by working with the children throughout the process to make rattles and drumsticks. We have purchased black wall tubs that we can use as drums - for both indoors and outdoors. Through the parents' contributions, we have collected water bottles that we use to drum rhythms with both indoors and outdoors.
Do children play different games and with different people than usual:
We see signs that the children use the songs and games they learn in medical art - in their spontaneous play. In addition, they use fragments of the song in play on the playground, e.g. give a chance ambulance, wiggle your butt - wiggle your butt, etc. Where the adults grab and support in an interaction and expand.
Children use the stage (which is one of our shelters) to perform for each other. e.g. perform a song on guitar shovels - where other children are sitting as spectators. The adults have also used the stage with the children - giving the children ideas for new games and supporting them when they have spontaneously played on the stage.
Do pedagogical staff act differently than they did before:
We have used the activities in singing and music as part of the weekly plan - and expanded our repertoire in the activities we already have on.
We have used the activities and parts of the activities in the playground with the children. Guitar and rattle eggs have also been out on the playground.
The guitar has also been out on the terrace for the afternoon fruit - afternoon jam - we could do more of this and see what it can add to our afternoon fruit, which can be characterized by unrest, as many children are gathered either in the common room or out on the terrace.
We have an upcoming focus on creating games - where there is more focus on community and open play - where the children make room for each other. and say no less to each other/specific children. Games where the roles are not so complicated and make room for ALL children. Here we will use some of the tools we have been given, especially in the afternoon in the playground, where the focus is on child-initiated play. E.g. stage - playing with bottles and drums, etc.
We will have copied Halfdan Rasmussen rhymes and rhymes in the lunchbox house - so they are visible to the children and provide ideas for playing with language. Focus on the linguistic development of the children - in child-child relationships and in adult-child interaction.
Educators talk differently about play, education, art and culture:
We think of it as a learning space to create more "open" play environments - where all children can participate regardless of developmental level. That the children get a broad and diverse learning environment where they are introduced to e.g. music, singing, instruments and what it can be used for - and see how the children experience being able to take it with them and use it in their child-initiated games and ideas.
How have you experienced the co-creation with the artist:
In the collaboration with the artist, there has been a lot of focus on the activities themselves and learning to sing the songs and play the songs, for example on guitar. This wasn't quite what we had in mind - as the focus was on STOPM and easily accessible instruments outside on the playground.
How have the children's perspectives been expressed/included:
The children's perspective has been included by, for example, coming up with input for the songs and choosing instruments.
We want to be more exploratory in expanding that part.
The framework has been challenged in terms of creating inclusion and hitting the zone of proximal development for all children. There are children who have shown signs that we did not reach their zone of proximal development.
But we think that when we carry the learning and activities into the framework we want to use the STOPM initiative for. The afternoon in the playground - then there will be more space for all children - and that you as a child can go to and from. Then it is our job to differentiate so that all children are curious and seek out the activities in the playground.
How has action learning been worked with:
We have worked with action learning by first accompanying the artist and then taking over percentage-wise, as described in the project, we have taken more and more of a lead.
The first 4 times, there was a clear division between artist and educators - it worked well and it was easy to follow and get video and photos taken.
Given that the framework was primarily singing and music within - the form was challenged in terms of standardization.
There were only 8-9 children in each group with an educator and in our normal activities this would easily work. But with recording/documenting and the process of taking over - that part was challenged.
It is a lot to have to take on the caring role, capture all the children and, for example, play the guitar and manage and include the children's perspectives, etc. - learning new things as an educator. At the same time, the artist contributes and offers input - where the artist feels that adjustments can be made - so that the learning situation is parallel here too.
All in all, a lot to deal with and at the same time be able to create the learning space for the children. I was with Lasse - and had the documentation role. The resource educator was together with Ida - so there were also 2. Once, Ida was alone with the process together with the artist and it became clear that it was a challenge to get a good process/learning process.
So our learning and ideas - must be transformed into the framework we actually have available - in the playground in the afternoon. And qualify our singing and music in the morning in the settings we have available here.
It has been great to work with action learning - where Lasse and Ida have tried out some of the ideas with the children between the courses/days with the artist.
Where it gets difficult is in the collaboration with the artist - where there is a shift from the artist taking the lead with 100 % to the 75 % etc. Something happens in the roles that don't always play together - perhaps a clearer alignment of expectations is needed.
How will we use the lessons learned in our future work and what are we still curious about:
There is a transformational task in that we want to create learning environments with the STOMP perspective that are easily accessible, especially in the playground and for all children. We have some elements that we need to "massage" into our everyday learning environments - especially in the playground.
How can we make it part of the playground, preferably without "it" having to be taken out. But instead, that "it" is accessible to the children in their child-initiated games. Play on buckets, play rhythms with bottles, set up rhymes and rhymes in the lunchbox house and in the reading corner with the beanbags on the terrace. Use the shelter as a stage, etc.
What does it look like? Such an outdoor/playground learning environment? This is our focus area to get ideas for and create in the near future. If you have an artist who can practically help "build" this, you are welcome?