REGION: Central Jutland
DAILY OFFER: Søndergaard Children's Home

Snow story: Børnehuset Søndergaard (2021)


How has your practice changed your wondering points from SNIP narrative, start-up reflection, mid-term reflection and SNAP narratives?

- Community and inclusion has really evolved - for example, one girl in particular (she used to be more of an introvert), but when they have PlayArt the other children are inspired by her imagination, she can really think outside the box. It's our feeling that the other children know that she can do something with clay, they look up to her. For example, the task where they have to make a house. Here she not only makes a house, but also a whole forest where the house is located, she figures it out herself. We adults have greatly "magnified" the girl's initiatives and articulated her skills to the group of children

What experiences have you had - did anything unexpected happen?

- Using a story as a start to working with clay, for example. The story can help support working with shapes

- The children (4 year olds) quickly mastered basic techniques such as sausages and balls

- Kids inspire each other to smash clay and build forests

- Got inspired by artist on how to work with clay.

- That the children based their story on the story that Jane/artist had

- Skills to work with clay

- Other colleagues have also been inspired to work with clay

- That it is interesting to work with these pedagogical processes (action learning)

- A project that extends over a long period of time (in this case 3 months, albeit with interruptions due to corona) creates predictability for children and strengthens the community among the children.

What do the two groups' logbooks with notes, photos, video, etc. show?

- For example, the picture from the last activity where all the children together create a landscape of clay figures - all the children are engaged in the process, they are immersed and engaged.

What signs do we see of play, education and other PlayArt perspectives from the action learning model?

- Play and clay work came together as the children made clay in the final activity

How do we succeed in engaging and following children's footsteps?

- The children showed how to finish the project by filling a large communal plate with clay figures shaped based on what they thought they had learned from Jane

How do we co-create?

How do we work with process before product?

- We were conscious that there shouldn't be an outcome. There was a good atmosphere among the children, they were talking, waiting for each other to try out tools.

- The kids get to decide how Red Riding Hood looks and how she should be shaped in clay

- Even though the children had made a nice red riding hood, the process was not stopped and put on display, the children were allowed to continue working and maybe the red riding hood ended up being a crane truck

Planning the next activities in the 3rd activity cycle

- Unleashing clay and children - child-initiated activities - what's in it for the children if they get to work with clay themselves?

- We will be working with clay on logs, not necessarily on a table

- Decorate with shapes and natural materials