Monday, 14 August 2017

Reflections. 2

The second post to just inspire reflection...

How do you ask questions?
Questions beginning with "why" often leads to a surprising answer or a refusal to answer the question at all. Whereas a question that starts with "tell me about" can lead to detailed observations from a child.

How often do take the time to reflect on how you ask questions?
Get creative with your questions... try something new and see what happens

in this case... creativity involves breaking out of established patterns in order to question things (or to dialogue with the children) in a different way.

Thursday, 10 August 2017

The International Fairy Tea Party 2017 - the thinking behind it.

The International Fairy Tea Party is more than just a bit of fun... it is fun, and it is meant to be a whole heap of fun... but there is more to it...

There are more and more articles lamenting the loss of play, about the lack of value imagination is given within the curriculum (despite people considering it important that we are creative), about a lack of connection with nature, about gender divides and stereotypes, the need to have empathy and understanding with other cultures,  and about the need for children to be valued citizens of today rather than tomorrow...

ALL of this is baked into the International Fairy Tea Party - and its not meant to be a slap in your facee look at what you are learning occasion for the children... it is supposed to be a fun way to see how we all connect, a way to open perspectives in a fun and natural way... and also a way for adults to join in children's play.

The celebration has been held on the Friday closest to the equinox - a day where the number of sunlight hours are the same no matter where you are in the world... suddenly we are united by light... and play... and our imaginations!
This year it will be three days... the Thursday, Friday and Saturday... in order to be as inclusive as possible... having spent time in Palestine this year I realised that Fridays are not the best day to be inclusive... so to be more respectful I decided that we could have a three day long celebration (as I had noticed some other places needed to have different days or more than one day, so that all the children that visited their settings could join in).

It is a chance for children (and adults) to see how other children (and adults) celebrate around the world... to see children in Pakistan, Australia, Sweden, UK, South Africa, Canada, USA, Costa Rica and more celebrate... are there differences? are there similarities... they get to find out that the children in Australia start first... because the day starts there and then spreads across the globe... so there is a chance to learn about time differences... also that some of celebrate in autumn and others in spring... while other countries have a different way of dividing the year than the four seasons!!!
We usually post photos after the celebrations... either of the children celebrating, or how the celebration was sett up, or the aftermath... (as not all feel comfortable sharing images of the children... and that is fine, we all share the way that suits us the best). This has been a great way to be inspired as a teacher, and also to share with the children that they are part of a whole world of play and not just the community they live in... its a fabulous way to learn about the world... new countries to discover and learn about...

It has been an amazing way to discover nature... as we have talked about fairies and where they live and what they are, the children I have worked with have come up with the idea that they are small... this has got them looking closely in nature for signs of fairies... suddenly they were noticing small details they would have missed... small holes, pine needles, holes in leaves, small markings, animal tracks etc etc etc...
Then their imaginations kick in and invent whole stories - making connections between fantasy and the real world and back again...

We have talked a lot about are fairies real... and most come to the conclusion that they are pretend real, but they are absolutely real within the imagination... and that we are invited into their imaginations to play there...
I know some educators and parents are wary of telling lies and will not want to say fairies are real... I will always reply that I believe in the magic of fairies, in the same way that I believe in the magic of Christmas... and the magic of love. It is the imagination... the play...
In a philosophical dialogue about fairies they children talked about flying as an important part of being a fairy. So what did fairies need to fly? Wings they all said? So I asked, if you have wings will you fly and be a fairy then? Yes, the answered. So we made wings from paper... we stood on the tables to launch ourselves (cushions and mattresses below for protection) and I waited for them to say... it does not work, we cannot fly... but they did not... they jumped as usual and exclaimed "we can fly". My attempts to bring reality in were thwarted by their imaginations... I did not correct them, but enjoyed watching their flying sessions...

It has also been a time to explore stereotypes... fairies are not just for girls... they are for boys too... there are big fairies, small fairies, young fairies, old fairies, boy and girl fairies, ugly and beautiful, all sort of colours, dainty and warrior like, kind and scary etc etc... we have exploded the idea that faries are creature in pink tutus for girls...  (please check out previous posts about fairies to learn more about these dialogues).

This year my focus, and I encourage other educators to have a focus too (not required) - is children in public spaces. So this year I hope to set up a pop up party in my local neighbourhood so that all can join in, so that children and play and imagination are made VISIBLE to everyone that passes...
It would be a great if others could share what the children are doing too... to make them visible, to show what children can do, and that they are a part of their community, a part of the world! And that they should be active participants.

exploring nature as we made potions

painting outside

finding magic in water and sunshine

fairies dance on rainbows apparently

making fairy houses in the snow

pretending to fly like fairies and make wands

more magic discoveries in nature

building fairy homes

There is a facebook page called International Fairy Tea Party... all information can be found there.

Tuesday, 8 August 2017

The Pedagogical Wall, Stockholm...

Stockholms Pedagogiska Vägg (Stockholm's Pedagogical Wall) is designed for children to get creative in the public space... a space for children to leave their mark, their ideas, their imagination - not for a long time but for a while, as the wall is painted over and over very much like the Together Paintings I have described before ( you can read about them here).

It is a wall that is forever evolving. A place to come as an individual, or a family or together with a preschool or school or fritids (after school activity centre).

The wall is available for free expression or as part of a workshop together with an art facilitator that will inspire and challenge thinking about art, creative expression, and children's rights in public space.

I met up with Rikard Olsen who started the project with backing from Stockholm city with the aim to promote children's rights to take more place in public spaces. This project has had a steady trickle of visitors over the summer, as well as schools and preschools visiting too to do workshops where art and movement are combined.

The aim is for the wall to continue after the summer - with workshops for schools and preschools to continue and also at weekends.

I think the wall is important for several reasons...

  • Children need to be a part of the public space... not only so they can see themselves as active participants of the society and not just beings that adults create spaces for... but also so that adults can see the competence of children. That their ideas are given space to be aired, that their talents can be shown off... and this wall is open for ALL children of ALL ages and even during the short time that I was there I saw a huge range of ages and Rikard had a natural instant good rapport with them all.
  • children benefit from doing art outside, where there is an opportunity to experiment with paints and materials in a way that indoor art seldom allows you
  • the wall is massive... if allows children to think big, no small paper here, there is space to really go wild, to paint with the whole body - to stretch high and bend low and paint big.
  • there is the chance for risky-play. I love the fact there are step-ladders, over the years I have taken step-ladders into the atelier (and other spaces) for the children to climb and experiment with taking risks - in the sense of how high do you dare to climb. Each child will find that step that they dare use, some will challenge themselves, others will watch until they find the courage themselves... parents and teachers get the chance to see that children are capable of using step ladders... even preschool children!!
  • we often talk of making children's learning visible... and this is a space that also does that. the children are learning about techniques, they will learn about the difference between brush and roller (and other materials used) - they can learn about mixing colours, they can learn about how other children express themselves and be inspired, on the wall this time were various languages... so we were learning that this is a space of diversity where all are welcome.
  • it is a place to interact. Not just with the wall and the materials... it can also be a space to interact with others. A meeting place.
If I was to sit here longer I would probably come up with more reasons for why this wall is important... these are the ones that have just rolled off the top of my head.

If you are in Stockholm then I recommend that you head to T-bana Medborgarplatsen and check out the wall, take along children and let them get creative.
if you work at a school or preschool why not get in contact with them and see if you can book a session/workshop (the link to the page and a way of contact is at the top of this blogpost)

I really hope this wall goes from strength to strength and encourages others to take action and ensure that children are a part of public spaces.

If you are interested in children's rights and children and public spaces, then please check out the facebook group Children and Public Spaces

Reflections... 1.

As the new academic year is about to kick off here in Sweden I thought I would start a new series of posts... well mini posts...

basically just a question, or a thought or a reflection that I have come across as I read, or observe or just reflecting... and instead of waiting for these reflections and thoughts to manifest into a whole post of some sort... i just write it down and share...

So here comes the first one...

Why are children perceived and written about in a certain way? And what concepts and from which pedagogical practices does this image of the child come from?

Wednesday, 2 August 2017

working philosophically with children

I thought I would share a few reflections from working philosophically with children. I have found it to be not only a great way for the children to interact with each other, but also for me, as an educator, to learn how to be a facilitator rather then an instructor... my approach has always to been to listen to the children and to co-research/co-learn with them, but getting to really practice taking a step back and facilitating their dialogue with each other, focussing on helping them gain the skills they needed to get better at this, I realised how much we still unintentionally control a group of children we work with... partly because  this is how we experienced our own childhoods and partly because we have well meaning intentions of keeping them safe.
The fact that I worked with the same children for almost 4 years also taught me many things... that TIME is essential... time to build trust with each other, time to explore ideas bit by bit so that the children could make informed decisions, to time learn about how each person (adult and child alike) reacted in social situations.
So the level of trust the children and I had for each other was amazing, it opened up learning so much more as we did not have to reflect on whether it felt safe enough to say something, or worry about feeling silly expressing an idea - because there was that level of trust that let you spend all your energy on sharing ideas knowing that they would be accepted, discussed, and explored.

And just as the philosophy sessions influenced the children in their daily play... to solve problems, make decisions together to be able to argue their point respectfully, to listen to the play ideas of others... it also helped me to be a better educator... to facilitate in my day to day interactions with the children rather than teach... to be able to listen, to learn to stand back, to not always have an agenda, but to be able to see the learning...

the philosophy sessions gave the children the time and space to feel listened to, and to play and explore with ideas

The group I first started with were aged 2-4 years... all in one group... which made it both tricky and exciting as there were many different abilities which both support each other but at the same time there is a risk that the more verbal children take over.

The philosophy sessions were always with very defined rules... even for us adults...  not just a normal conversation where the children could talk about anything... but there is a need to stay on topic, of turn taking, of active listening, of being able to support the ideas you give with good reasons and arguments (ie they could not just spout out anything, they needed to explain why they thought that)

of course all of this did not happen in a short space of time... both children and educators need to practice this... the educator needs to practice going in to the meeting without an agenda - ie  not the children are going to learn "this" about the topic today... instead the "agenda"  for the teacher is to be a facilitator - to enable the children to communicate their ideas, to explain them, to enable all the children to talk, and not just a few take over, to enable a safe space where the children felt free to talk, a respectful meeting... the facilitator also needs to help link the ideas, until the children are doing this themselves too.

some sessions used photographs the children had taken, we explored the importance of them, explored what play was happening etc

The first sessions we had were just 10 minutes long... but that was enough... three years later after doing sessions once a week... the children could talk for an average of 45-75 minutes depending on the topic...  sometimes it was shorter or extremely short as there was just not the focus that day for whatever reason... the aim was always to make the sessions fun and meaningful.. but at the same time push their thinking... but never push so much that they did not want to do it any more.

We tried to take in the children's questions to the sessions, but found that they never worked as well... they were GREAT for conversations that felt philosophical, but not the more structured philosophy session... I have tried to explore this idea as to why this was the case and came to the conclusion that it was due to the fact that it was often a off the cuff wondering and not a deep rooted wondering... those I observed through the children's play and interactions with each other, with books, and with materials and adults... so the questions (or stimuli for dialogue) always came from the children, but it was me that has sort of mined for this information. (I always let the children know this too... not during the philosophy sessions, but during other conversations how they had influenced the philosophy sessions's direction).

sometimes we took the philosophy outside in the play... how many different ways could we jump in a puddle... a playful way to explore there are more than one way to do something...

Here is a quick description of a typical philosophy session I developed... it is not P4C or any other approved method (you can google more and find out if you want to try out a specific method) - but I have been inspired by these methods, by meeting others who use or train people in Philosophy With Children or P4C or Socratic Dialogue, and also through reading books and articles etc etc - and then being a "Malaguzzi Inspired" educator I pieced together a format that suited us as a group... the children and myself, in the context we found ourselves...

Tuesday mornings (this was the day we had philosophy sessions)

we gathered in a circle
I presented the question, or read a story and asked about it, or showed photos/picture to ask about it/them...

The children had a thinking pause to reflect on the question, and to think about WHY they thought that

We then explored the question together (I avoided going round in a circle) I also tried hard to let the dialogue be as organic as possible... but in the beginning there was a LOT of intervention by me, for language support, reminding of the question, to keep on topic.

My colleague wrote down everything the children and myself were say verbatim... so we could document the children thinking skills, language skills etc

Usually there is a metadialogue at the end... but I found the children struggled with this at the young age... so our metadialogue became reading back the notes to them... and giving the children time to reflect on what they had said... had we written it down right? Did they want to change their minds or add something new? This way the children became active in the recording of their words, and very interested in writing

The choice of questions/topic always came from the project and the children's play/interest - these were the most successful.

Finding a way to sit is important... different groups have different needs... my lot needed chairs to sit on... a defined space, otherwise they crashed and bumped into each other... 40% of the group had special needs the first 2 years.

I always made sure we had free play afterwards as the session is quite intense... we also offered the bubble game at the end of the session... and ALL wanted to be in that so the children were intent on staying the course of the session (there was a month where 2 of the children tested boundaries in a monumental style and when I said that they did not need to be in the session, but that it would mean missing out on the bubble game they self regulated... I knew both the children had the capacity... and actually were both very deep thinkers... but I also felt they were either active participants or observers, but that they should not be allowed to destroy it for the rest of the children practising their listening skills, thinking skills and interaction skills).

This is because I believe that if we want to create a democratic classroom/learning then we have to create situations where the children practice participation and responsibility... that it is not OK to opt out of the group just because you think it might be boring (funnily enough the children that complained the most about it being boring now and again, were also the ones that had the biggest need to make decisions in the group... they like deciding but were not so keen on the responsibility - but after a few years realised the power they had in the dialogues and became very active participants)... so for me it indicated the need for me to insist that they participate and try out a "language" that was outside their comfort zone, until they did feel comfortable with it, even expert at using it. If I had let them just leave and so something else "less boring" - they would never have discovered the joy they found later or become empowered with the access to informed choice making and respectful dialogues with peers.

I had one child that ended up doing special needs training during the philosophy session as the gap between her ability to keep up with the dialogue meant that she was being excluded within the group... so she had one to one communication training during the time instead... after 6 months she joined us in the sessions on the days she felt she had the energy. This was something that both she and the group appreciated, and of course we were grateful we had the staff to be able to do this that allowed the child to get the support needed to be an active participant.

Before we get to the verbal sessions we do lots of preverbal sessions... like passing a ball around, turn taking, the bubble game, choosing what activity to do and then keeping to that choice for at least 15 minutes... etc. This is done with the 1-3 year olds on a regular basis... so in the sense we can work philosophically with children long before they are verbal.

We do have small groups... and this was a choice to be able to have philosophy sessions and shared sustained thinking. The biggest group was 13 with 2 staff... and it worked, put was a push...
The groups of 8-10 worked well... but 4-5 children worked well too... the problem then was often there was not a teacher available to write down the dialogue... and facilitating and documenting the dialogue at the same time is tricky. more things get missed... either in the documenting part, or in the communication part (you miss non-verbal cues in the group)
I found documenting direct onto a laptop was the easiest... and that was after 24 months of handwritten documentation... We did start by having it written on big paper on the wall so the children could see us writing down their words and see their words... but I felt this would have had more impact on a group that was able to read... also I think that it could have interfered with the children's ability to listen... suddenly there are many ideas flowing through the child at the same time with words on the wall... not only reflecting on what is written, but also trying to listen and interpret what is being said at the time... maybe it is information overload... maybe it is a symptom of being an adult and being dependant on the written word to remember that we have forgotten the traditions of oral storytelling as passing information down from generation to generation, so that skill of listening and remembering is gone...??
I remember as a young child I could remember so many songs and so many telephone number tec... and when I started to use a song book in school my ability to remember those songs went, as I know longer had to commit them to memory (although that maybe means my brain was freed for other information?) - also with mobile phones today having all the numbers stored into them, I never remember phone numbers anymore!!

The written words on the computer also meant it was easier for the children to read back some of the words... at least some of the 5 year olds that were interested...(remember school, does not start until the year the child turns 7 here in Sweden so I don't have to teach reading and writing, I only encourage the children's natural desire to want to be able to do this, at their pace) the good thing with hand written was that the children could SEE us writing, and what that involved... that their thoughts were being saved on paper... and gave them inspiration for mark making themselves.

During the weeks and over the months we did lots of activities, play and art etc etc that supported the children i their ability to collaborate, to share ideas, to take turns, to express ideas through other languages than just verbal communication... please take the time to explore this blog under "listening" and "philosophy" to find out more...

drawing ideas to then explain to others... this was a sound machine...

dancing listening, interpreting sound through movement, and interpreting movement...

log books to collect ideas 

taking notes

using theatre to explore many ways to interpret a story

learning to listen to everyone's ideas so that art can be created

playing their ideas... we talked about magic powers... then I asked them how could we play these ideas... they decided that we needed to dance on rainbows... so we created a BIG rainbow to dance on

artwork not so much as creative expression but as taking responsibility, taking turns, being patient - Kandinsky helped us with this

together paintings

at christmas we explore what colour is Christmas - to learn more about what the children think Christmas is - then we paint using those colours...

exploring the many ways we can play with light... are we afraid of the dark if we can play in it... what is a shadow etc etc

if you have anymore questions or thoughts about this, please add them to the comments here on this blog, so that more may learn from your reflections....

Wednesday, 26 July 2017

The BRIC - project conference...

In mid June I went to Gothenburg to listen to the participants of the BRIC - project...
you can read more about the project here - but basically it was a three year project where preschools in Sweden, UK and Italy collaborated on a project about children using and being in public spaces.

The BRIC Project last for 3 years, from 1st September 2014 to 31st August 2017. The project involves preschool teachers, young children and parents in exploring democratic engagement in public and civic spaces. The project is funded by the European Union and led by Professor Tim Waller at Anglia Ruskin University (UK) with Patti Benedetti Progettinfanzia (Italy) and Monica Hallborg Barnpedagogiskt Forum (Sweden). 
Aims and objectives
BRIC aims to achieve the following objectives: 1) An exchange of ‘good practice’ between preschool teachers in three countries (Italy, Sweden and the UK); 2) Systematic education and training around democratic engagement in public spaces; 3) The development of open educational resources and targeted activities to engage early childhood professionals, parents, the local community and key stakeholders, including local politicians and representatives from business."

So as you can see it is very much in tune with what I have been exploring in this blog the last four years... democracy, listening to the children and their rights in public spaces.

Tim Gill was the keynote speaker in the morning and professors Sonja Sheridan and Pia Williams were the keynote speakers in the afternoon. There was a morning workshop and afternoon workshop where we got the time to listen to some of the projects and enter dialogues and reflections in response to their experiences shared. There was also time to look at the boards of documentation created by the various projects in the three countries.
It did feel like they were squashing too much in one day... there was not really enough time for genuine deep reflections, but in a way conferences are often like this... I do hope though that there is a chance for the project to be continued to be reflected upon in the future and more publicly, so more educators, more adults in general, have the opportunity to explore the concept of children being public participants in society - and not just constitutionalised in various settings.

Tim Gill has a website called Rethinking Childhood - and you should really take the time to check it out (if you have not done so already) (The link is his name) - as he is passionate about children's rights in the public sphere, and how designing cities where children are welcomed as active participants is not only good for the children, but for the whole of society - as cities and towns that do this tend to have a public space that feels safer for everyone. 

My blog-page "Parks and Play in Stockholm" does not only include spaces that are specifically designed as play spaces for children, but also spaces that are designed for everyone including children - meaning these spaces are filled with play for all ages. Play-spaces does have a tendency to not only be filled with young children but also their parents... which means they are not always desirable for older children - so where do older children go, where do they get to play?

Back to the BRIC-project conference...
I found listening to the participants very interesting, but at the same time nothing really new was learned, except maybe for the fact that being out in public spaces is seen as a big deal, and that not all adults feel comfortable with all public spaces - and also there is still a huge amount of comparison... "we can't do that because we don't..." - which I found rather strange after thee years of sharing reflections...
I have been fortunate living and working with young children in Sweden, because I have been given a freedom to explore public spaces with them without the need to write risk assessments... further my experience since the start of 2013 has been working in a preschool without a play space of their own - so excursions have been something we simply had to do - we were thrust into the public sphere whether we wanted to be or not. We did not just keep to the play spaces, but have explored all of Stockholm - a whole six month project was dedicated to our local square... playing there, getting to know the people there, planning designs for the square, designs that connected to our own dreams, but also were inclusive for everyone that lived there (we interviewed parents (the children did this with us) as well as people who walked by and some of the people living in the retirement home located next to our preschool (and shared an entrance onto the square). 
I hauled out tables onto the square so that we could do activities there, I have hauled out activities... including lots of mud and utensils for International Mud day and also for National Preschool Day, where we encouraged others to join in our fun. etc etc etc
So in part these experiences that were being shared was nothing new, they were almost everyday experiences for me and the children I had worked with for the last 4 years... so the learning for me is that this is something special, something different, and apparently not all children are getting access to it.

There is one experience that has troubled me - it did then, and it has continued to trouble me... it was when one of the participants said with envy that the educators in Gothenburg were so fortunate because they could explore the amazing rail station with the children and they were not able to because the station where they lived was not as nice.
I argued the case somewhat during the session, as the initial response had been the station was not as nice... I felt that children would have seen the beauty and the fascination of the station anyway... the reason was then changed to the educators did not feel safe enough as the station was on a main road and also there was building going on... safety is important I agree.
BUT I still keep coming back to this... this town in the UK has some absolutely amazing historical buildings in it, courtyards, places of learning and bridges... all of these would be of equal value to the station in Gothenburg, if not even more relevant... 
the problem of comparing is that we are sometimes limited by this comparison and forget that it is supposed to be inspiration... so the children in Gothenburg got to see a station, and the statue there and a project arose from that... the children in this UK town could have got a great buzz from the renovation of the station (but the educators deemed this not safe enough) - but there are MANY other buildings and statues that could have been explored... for me all those bridges - the metaphor of a bridge - the idea of bridging the gap between children's rights in the public space and the reality of children in public spaces - would have been so interesting to explore...
just googling online I see there are three sculpture trails in this town - and checking these out there are some amazing sculptures - including ones designed for interaction that would be an absolute dream to work with as an educator.
And there are 30 something bridges... not all suitable to walk on with preschoolers... but many are - and very many different designs (including covered bridges)...

We enough amazing things for any educator in Sweden to feel envious of!!
It comes back to context... learning in your own context, with the resources available to you and the culture you find yourself in... not trying to emulate what someone else is doing, but to find your own journey, your own relevance... and to find help the children find their voice in their own context.

Again there is admiration for the participants... they have pushed themselves out of their comfort zone - all of them commented on this. I AM comfortable exploring the public sphere with young children, and maybe this is why I can see further in the sense of possibilities... when we are nervous we are seeing the risks more, the dangers more, it is first when we feel safe and comfortable that we can see the possibilities and the potentials. This is the same for children's learning... when they are not feeling safe it is hard to focus on the learning.. but when they are safe then more energy can be spent on play and exploring and thus learning. As Malaguzzi said "Nothing without joy" - if we are nervous, afraid and worried then it is so much harder to be joyful... and I think this is important for children and educators...

and the only way to feel safe with exploring the outdoors... whether it be playspaces, forest/nature or other public shared spaces (indoors and outdoors) is by getting out there together with the children and experiencing it, learning about these spaces and getting comfortable with them... to then explore them even more.

As I commented at the conference in both workshops... I was told all of my preschool career that it was not possible to take the youngest children out on excursions, and if done, they should not be done often or far...
well, working in a preschool without a yard/pay-space of our own has shown that the youngest children can go out every day on excursions, for it to be filled with joy and meaningfulness... for there to be play and learning, and to be a part of society right from the start, not hidden away in an early years setting. These youngest children are fully competent - it is us adults that maybe are not... and maybe it is us that have to re-learn this competence? And re-learn what children are competent of...
I am not saying that all children can do all things... we need to be aware of the young children's needs - that they differ from those of older children - that maybe sometimes walking 10meters is all that is needed and to stop by a puddle and splash and discover the joys of water... 
basically we need to listen.. to the children - and we will know how to explore the villages, towns and cities where we live... and then we need to communicate this competence and the rights of children to other adults who have closed their ears to the voices of children.
We also need to keep on inspiring each other to be brave and to explore public spaces with children. To take the time to observe and listen to how children see their own town... and to also observe how others react to the children being there... what is the dialogue that we need to take up?
The BRIC-project has been an important step in exploring all of this... and I really hope that it continues to inspire those who participated in the project, in the conference and also others that get to hear about it in the future...

I have started a facebook group... for those of you that have facebook... with the idea that we can share inspiration about children and public spaces there... projects that we have done, projects we want to do... lessons we have learned, experiences we need support with...
it is a closed group, but all are welcome to become members... the group is specifically for those interested in children using public spaces, being an active participant in society and exploring children's rights and a democratic approach to play and learning where the child's voice is an equal.
The group you can find... Children and Public Spaces

Monday, 24 July 2017

Preschool Hovets outdoor environment.

Hovet preschool is a newly built preschool... it opened its door for children last year. (2016)

It is a preschool that happened to be on my walk, as I made a detour round the lake of Trekanten and walked up the hill to see what I would find up there... its been a LONG time since I went to the top of the hill!

It was a Sunday... the preschool was closed, but like all preschools the grounds are open to the public, so I took a walk around and took some photographs to share.

The preschool is built on two levels... as it is built into the hill, and there is ground access to both levels. There were three outdoor play spaces... each with gates connecting them. it was also situated next to the forest, which I could see they used as there were dens and other traces of play in the forest... and down the forested hill you get to Trekanten... a small lake with the fruit park at one end and a beach at the other... The preschool is located on the hill at the far end of the lake from where I stood to take this photo, on the right hand side - not far from the white high rise peaking out on top of the hill. (my son's school is just behind those clump of trees to the left, the fruit park, with banana slide etc at the far side in the green below the series of light coloured buildings - the community where I live)

So without further ado... here are the images from the preschool's playspace...

 The lower playspace with wooden pigs to sit on by the fencing and next to the forest. The wooden animal thing on a rope in the sand box is not fixed and can be moved... and was quite heavy... I like the idea of giving the children something heavy to explore with their bodies and would require teamwork to move. There was a tunnel also next to the slide, and artificial grass... which is not a problem with access to so much nature as well... it is like offering them even more surfaces to explore.
 behind the preschool there were two playspaces, a lower and a higher one. The photo above is of the lower one... The panaram view at the bottom shows the gate that not only connects to the play-space I have already explained, but also to a gate to the forest... so the preschool has direct access and does nt need to walk around to get there. The space also has access to a forest space on a steepish hill, here I could see the children had been making constructions with rocks and branches - you can see an image of that above.
There was also plenty of space to sit, or build on surrounding the sand box that had some form of water/sand table in the middle.

The top playspace (above) you can see in the panarama photo how it connects to the lower one. This was a smaller space and looked as if it was designed for younger children.
I like the fact they have put a line in the surfacing... I have watched children being inspired by patterns and lines in ground surface and how is influences their play... sometimes the surface has been enough to stimulate play and no other equipment has been needed (my trip with a preschool group to the city hall really showed that... there was NO play equipment... only ground with patterns on it, not designed for children's play... but they found the play in it anyway.)

And here are some photos of Trekanten during the seasons and some of the animals I have taken photos of during the last 6 months... just so you can see what these children have access to if they and their educators take the time...

it was amazing watching the heron catch fishes

the lake freezes over in winter so you can go skating on it