REGION: Hovedstaden

Short story: North Star (2022)

How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?

We've been good at communicating from the start and got to know each other well, so we've found it easier to talk to each other. This has been a super important element and has provided flexibility between us.

We are an accustomed group that is used to going out, so it has been easier for educators to get out and about.

The kids still talk about Aska.

Co-creation has worked well.

The visit to NCAS (Naturcenter Amager Strand) has provided a good basis for further work.

The alternation between locations has worked well.

The cultural mediator has come up with ideas that have been well received by the educators.

The researchers and supervisor took up too much space to begin with, but through reflection, we were able to make adjustments so that the subsequent courses became more about the children's preoccupation and following the children's tracks.

The number of adults has also been too large. However, we have noticed that the children quickly become comfortable with us (researchers and supervisors), even if there has been a change of children, because the old children can recognize us.

The pedagogical leader supports the project by encouraging and removing logistical hurdles that have made the whole project easier for the rest of the group.

How have children's perspectives been expressed/included?

If there's something that has caught their attention, we've supported those games. The children have become more confident and brave.

One child didn't want to play with water, another child didn't want to be barefoot, but they ended up being among the wettest.

Several things were set out so that the children themselves could dive into what they found exciting. (painting with water on the wall, washing things, pouring water, bathing in water, construction, imagination with their own bodies - sensory-motor skills) - they could find their own space in the play. They could approach it in their own way.

One child started making a mud cake, which attracted the other children to join in the play. The teacher supported and sustained the play by talking about the cake.

The educators prepared the children before the activity with books and recurring songs. before visiting NCAS.

You could therefore have an extended dialog about it. And they took stories home to their parents.

It could be interesting to work more with their stories and have them written out to capture their stories. It can be revisited all the time.

Do the children play different games and with different people than they usually do?

The children have learned a lot through playing with water and we can see that it continues and they are open to playing with water.

The older ones are the culture carriers who show the new kids in the room how to play with water. It's important that some are brave enough to take the lead.

They spot each other and quickly become inspired by each other. (mud cake)

Relationships have emerged that weren't there before. They work together - one pours, the other grabs.

We do it together - for example, we all stand barefoot in the puddle.

We have a community in being curious together.

All children can be accommodated in water play. From fine to gross motor games. All participation is accepted. There is no one right way to do it. They have been able to participate at their own pace. Even the more violent games.

How do pedagogical staff act differently than they did before PlayArt?

Educ. had to wash the slide, which was dirty and fetched water and soap and immediately the children grabbed it and started washing the whole slide. They have the courage to take on water activities.

The children play several games together, including a game inspired by the bucking bronco that has to drown in the water. The educator supports the initiatives.

We capture children's initiatives, such as a fantasy about a vanilla troll that they went to the playground to find.

Educ. have been inspired by the use of playgrounds by cultural mediators - you become a little blind to your own surroundings in terms of how you can use the playground. Bla. a hole that was ideal for making a puddle in, which the educator had not seen. had not seen herself.

This could be utilized in future planning work. We need the perspectives of others to open up our world. Educ. want to constantly expand and push the children's horizons.

Use questions to inspire play. For example, what are handcuffs? And then play thief and robbers.

Educ. is aware of what and how the children play and follow the clues. Educ. has become more curious and open to the individual children and their prerequisites for participating in play. Capture the individual children's play in the small moments. Educ. is outreach and asks about their play.

Educ. has an eye for creating space for all children's different prerequisites in terms of how they can best thrive.

What has it been like to work with action learning?

Pæd. think it has been super inspiring to work in this way.

However, it would have been better if both teachers could have participated in reflections. It is a challenge to have time to reflect together when it comes to nursery school children.

Reflections right after the course have been great. So it should be prioritized in the future.

We have always been able to adapt to the needs of the group of children.

It has also been great that the researchers have been able to facilitate and ask questions during the reflections.

Cultural communicators are used to working with action learning.

To the artist/cultural educator/cultural school teacher, if present: What have you gained from participating in LegeKunst?

Learned more about what makes a good collaboration with a daycare center.

More experience with the framework of the daycare center.

The reflection meetings have been particularly rewarding.

Has gained the experience of reaching out to people she doesn't know and having a development process with the same group of children.

Being able to have the trust and confidence of the children.

Play ART was replaced with science, so there was plenty of aesthetic expression/creative processes among the children in these courses anyway.

What are educators still/now curious about?

We are about to move to a new playground and are very curious to follow the children's courage to play water games and come up with new activities there.

Working with focus children, where we work on creating space for the child's special prerequisites and interests, so we can integrate our experience from the art of play to create space for play based on different prerequisites.

Collect our experiences in tools like the spider that can be shared with colleagues. Share small moments with colleagues about successful games.

How will you use art, culture and aesthetic processes in the future?

There are many forms of art in children's creative processes that we want to be aware of and pursue.

Provide elements for children to be inspired by.

What points of attention do we need to take forward?

Remember to share knowledge and clarify the work we do with the other educators in the house.