Snippet: Daycare, mid-west area, group 5 (2023)
How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?
We have learned a lot from Lars - our artist, as he has always guided us in the desired direction, but at the same time it has also been a bit challenging because we have had to make a plan. Lars has always told us that "you can't play wrong" - this has created a sense of security.
The daycares have had a narrative as the secondary, whereas the primary has been the individual situations in the process.
As an adult, it's fun to play along - a kind of equal relationship between child and adult emerges in the encounter with art - the common third.
How have children's perspectives been expressed/included?
Throughout the process, we have found that children feel more understood when we as adults focus on voice and facial expressions. That it's not always the spoken language that catches the attention, but more fun sounds and facial expressions.
We need to let the children contribute - not convince them of anything.
For example, a cloth can be used to wipe with". No, a cloth is a cloth - and what do you think the children use the cloth for?
Do the children play different games and with different people than they usually do?
There are now more exciting moments of encounters between the children and the adult, as well as between the children themselves. The children are starting to "spot" each other.
For example, it's fun to blow through straws together - both younger and older children in the group.
EVERYONE can contribute in their own way - and that's something we've seen throughout the process.
How do pedagogical staff act differently than they did before PlayArt?
We have become aware that voice and body language contribute to creating shared awareness in the group of children.
That it's ok to be insecure as an adult in play - to practice letting go of control and playing along.
That there is value in "having fun and playing together" children and adults.
That the framework should be predictable - and a clear structure every time.
For example, the children have a mattress to sit on when the game starts. And that there can be a character such as "Cirkeline" who invites the children into the game" and ends the game when the time is right. "Before, during, after" reflections in the learning processes.
That there needs to be a division of roles - who does what.
That it's ok to "go with the kids" and accept that play doesn't go as planned - without getting frustrated as an adult.
Practicing being "authentic" when interacting with children and playing.
That we have created a space where we can create fun games with the children together.
What has it been like to work with action learning?
It's been a great way - that we've adjusted to the process.
To the artist/cultural educator/cultural school teacher, if present: What have you gained from participating in LegeKunst?
That it has been full of learning. Figuring things out in the corners you get out of - and learning from the mistakes.
Development is created from time to time - e.g. Lars can see that the children are now all blowing through straws.
"That where the greatest learning happens is where you can't". Quote: Lars
What are educators still/now curious about?
The daycares will take the story with them and create a space for "Play Art" in the fall.
They want to merge the groups into one.
What points of attention do we need to take forward?
Continue to work on frameworks, structure and roles.