DAILY OFFER: Nursery Tumlehuset

Snood story: Kindergarten Tumblehuset (2021)

Survey questions:

Is there a difference between boys' and girls' play in the "nursery age"?

Overall, we wanted to see if there was a difference between girls' and boys' play.

It's hard to know if it's gender or age that makes the difference in the behavior we see, as the boys are older than the girls.

It may be a perception that the boys are faster than the girls when there are wild gestures like crocodile bites. But the girls are quick to catch up.

There are many factors in children's families that can play a role, so it's hard to know what is cause and effect. There are also cultural differences that interfere with the study/picture.

At this age, we cannot immediately conclude that there is much difference between boys and girls in this type of play/activity.

New wonder question: When is it successful - what does it take for the children to be "in" (participatory).

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

There has been a good collaboration between artist and staff, even though they might have different views on things like participation in the play/activities.

Educator: "Stisa is very positive. She follows the children's lead - for example, she doesn't necessarily finish her song/dance before examining an earthworm with the children."

The artist was generally very positive and made great suggestions on what the staff could do. She gave good feedback to staff.

They were very responsive to that. And it went both ways. The artist asked the staff how she could capture the children's interest.

How have children's perspectives been expressed/included?

There have been discussions about "following the crowd" - to possibly get the other children back again vs. following the individual child's lead. How do you make it work together? "Mute it or grow it pedagogy".

Along the way, there has been a lot of inspiration to follow the children and to create an aesthetic atmosphere.

The children had ownership of the project and you could see it in the way the children beamed when their initiatives were brought into play.

Sometimes the children danced and the adults followed their movements and moods.

It's a stick - what does the stick do. The child drums with the stick - well then it drums.

It's a stone - what do stones do? It bakes buns - ok, it'll do that today.

The staff has become more aware that it doesn't have to be correct, but that the children's imagination is followed.

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

The children continue to play and show things from the project at home. The children are eager and look forward to Stisa coming to sing and dance with them.

Some of the children were keen to make their own songs. And they also danced for a while afterwards.

They have different expressions. Now they say they're dancing Mariehønen Evigglad instead of singing it.

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

The staff has become more open to movement and there is a larger repertoire that is now in the back of the educators' minds.

Educators have realized that children can participate - from a distance.

Educator: "The pedagogical environment has not changed, but it has given inspiration to follow the children and organize songs/games more according to a playful approach."

There's more of an eye for creating the setting and opportunity, for example by using a portable speaker - the music is more portable and can be both indoors and outdoors.

It doesn't have to be large areas - for example, you can use lamp lights to delineate the spaces.

What has it been like to work with action learning?

All institutions in Thisted municipality work with action learning on an ongoing basis. It has not been a different form than what they are used to, although this action learning is less structured.

What are educators still/now curious about?

Staff will continue to work on how to create the aesthetic space around the activity.

Work towards a "Don't come dumping" pedagogy.

Similarly, the staff will continue to follow the individual child and the community in an interactive way.

It doesn't matter much to the group that the adults are following the individual child because the others just follow along, and after a while someone else comes up with a trail they can follow together.

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

Educator: "It's now in the back of my mind and can be pulled out."

Educator: "The adults are more involved in the games and are more physical."

Tumlehuset will continue to participate in LegeKunst or similar projects and in this way work with art, culture and aesthetic processes, in addition to continuing to work with the things they have learned along the way.