DAILY OFFER: Nursery Tumlehuset

Snood story: Kindergarten Tumblehuset (2022)

Survey questions:

How can working with nature and science support children's social skills, language, etc.

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

It was challenging for the educators that the process was so "free". It was difficult for them that there is no fixed goal.

One educator articulated that she had doubts about whether this group of children (age) can figure it out when there is no structured framework.

In the beginning, the artist experienced that the agreements that had been made were not always kept and he was in doubt about what it was all about. For example, one day he noticed that bead plates and beads were put out for the children. The staff was also not sure why it happened a couple of times that the process got a little off track, but found that the very loose structure was difficult to be in.

Through a good dialog, the artist and staff found a different framework by taking the process out of the institution and away from the familiar. This meant that both adults and children were more involved. There were many possibilities. It did something for everyone, children and adults alike.

This opened up many possibilities such as a walk by the beach or on a grassy area.

It was good to get away and see what they could find and then create something from there.

The adults' attitude changed. They were more present and expectant. This created dialogues about breaking the power of habit.

How have children's perspectives been expressed/included?

The children's tracks were followed. At first it was difficult, but the adults learned to "sit on their hands more". Materials were made available and then the children showed what they wanted to use them for. The children had many ideas.

A couple of children created "Landart in motion" by running around with a strip of the paper they had been working with.

Another child had made "a fish" and the adults grabbed it and created a game with "fish" in natural materials.

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

After PlayArt, several of the children want to paint, they ask for it and they talk about the materials, including clay.

The project has broadened their horizons in terms of painting with more than just brushes and paint.

A child wants to put clay "duds" on trees

Children have become better at wanting to feel something (tactile sense).

There is a clear development in the children according to the wondering question.

The project has equally developed the educators' professional skills and practices, thereby supporting the children's development.

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

One educator articulates that she was out of her comfort zone. "I'm not creative, and when I have to do something, I have to know exactly what to do" But she got caught up in it and stated; "when I get caught up in something, I can see that the kids get caught up in it too".

The adults have learned that they can slow down and not focus on the product, but look more at what the children are doing.

Educator: "It's exciting to see what happens when adults don't interfere."

Following the children has a different focus than before. In the rest of the house, it is articulated that sitting on your hands is not jumping the gun

The adults have also learned that it's important to change the context when you feel stuck. This can also be used in other situations. And that it's not so dangerous to be in the unknown.

The adults have become better at noticing the little things. They have experienced that the artist is very excited about small things. Educator; "Oh yes, we can get excited about that too." :0)

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.

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

Henrik is often goal-oriented in his other work and it has been a challenge for him not to have everything under control. It's important to keep everything open. "I go into my workshop in a different way and have become better at taking the time to look at what's going on." He's very grateful for that.

There have been many good reflections along the way, including: how do you break the power of habit?

It has been exciting to be part of the project, partly because of the time allocated to the reflections. However, it has been difficult to stick to them due to the many tasks of the educators.

Questions for educators. What do you think the plan should be (in terms of setting aside time for ongoing reflection)?

What are educators still/now curious about?

The educators have reflected on whether the project could have been different if it had taken place in the spring.

There was a lot that could be done during this period (fall/winter. It was a bit of a challenge, but a good experience nonetheless.

Educator: "It would be great to have a roll of paper in the institution and some clay to work with."

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

Tumlehuset will continue to participate in the LegeKunst or similar project 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.