The PlayArt project with Stomp has contributed to the following learning...
Day care teacher Connie Laila Jeppesen:
- Recognition and repetition encourage participation For example, children are encouraged to race the buckets both during and after the programme. The quiet children show a desire to participate.
- That the project has been an inspiration to focus on maintaining singing/playing continuously alone and with colleagues.
- Focusing on the setting being a fixed place and materials being present - it is clear that this provides familiarity, calm and enhances children's learning/interaction.
- Supporting each other in the takeover by the artist - courage and freedom to initiate, give space and support each other in the agreed process. For example, success when it is possible to continue even if the process got out of step and outsiders do not notice anything.
- Rhythm, movement and material are more important in activities and a tangible learning is to initiate activities by motivating through rhythm and mood, e.g. to clap a song.
- Bringing imagination and creativity into play from both children and adults - respect for new/alternative ways of doing things or involving things. E.g. hitting the bum, using a screwdriver in places for the hand puppet Andrea, making rattles/drums, bell sounds.
- To enlarge a child in the group by tuning in to the individual child and including the suggestion/initiative e.g. washing with the cloth under the arm when suggested or repeating the same thing again because it is requested.
- To believe that children will come back if they leave the programme. For example, when two children go to the gate, they are observed and given time to come back at their own pace.
The process with Lego art has supported the curricula at more levels than shown below...
Children's vision has played a special role - being at a child's level with a focus on participation and the feeling of being valuable in the interaction with others e.g. space to feel safe, find courage; follow one's desire and contribute with ideas; to be full and go away to come back etc.
The learning environment has been a continuous focus of reflection and change in relation to the child perspective. Reflection on whether the environment contains safety and recognisability in space, materials, playful approach, togetherness/play with familiar adults.
The themes of learning, community and play have gone hand in hand with education - a clear example is where the children have invited each other to drive the buckets, to see the legs in the buckets, their smiles, and eyes meeting as the bucket is moved from side to side.
Parent collaboration through feedback with stories of children singing at home.
For the future Lego art the frame at ...
- Using teams to share knowledge and talk across the team
- Contacting the artist for inspiration
- Putting stories into teams to document and inspire each other
- Using video - filming the activities to reflect and experience the children in the process
- To use LEGEKUNST.NU as an idea bank for new activities.
- To use the LegeKunst framework to launch new programmes linked to the curricula
- Parent collaboration - contributing stories, links and pictures around the activities