想象世界如何帮助儿童学习：游戏世界与全纳教育

They are all different.

There's a child who loves school and can easily concentrate through noise.

Another child needs a lot of physical comfort and happily climbs to his teachers lab

student has to fit it to concentrate.

The one at the back learned early on that adults and they promises cannot be trusted to keep her distance.

Next to her is a boy who loves drawing dragons and he drew this when the task was to craft holiday decorations.

Now imagine you a teacher in this classroom and it is your task to include all these different children in one activity. It's easy to see what happens. One or two children do not fit in and become excluded.

Why is that in most otheres of our lives it would be od think that everybody was able to do the same activity similar things or develop at the same schools however are historically places the saveness is expected from all. This makes many children and adults alike suffer in these institutions.

Radical inclusion is possible in any early learning classroom through something called playws.

Playws are adult child play often structured around a piece of literature or a work of art like mins playw or Alisin Vandoland playw originally developed by a Swedish scholar Gunilla Lingqvist and they are now studied worldwide by our research teams.

The adults and children create the world of a chosen story in the classroom and then the class plays interacts and undertakes adventures together with both adults and children in roles. Like you see here in this illustration of a playw the teacher the children take initiative and the adults listen carefully.

I've had the privilege of learning from more than dozens of playws and together with my colleagues and I want to mention here especially fairhold we have seen how plays can change the way schools are let me give you an example of how a playw might look like in a kindergarten class.

And just to note that these are fictional examples to protect the privacy of the participants. Kind of composite stories. of all the things seen in the many plays studied

pieces and props that created over the year is babagas tower and are magical creators caves that the children created and that over there is babaga strap in which he l to captivate everybody he could and are the trees and lost in the forest of the story and this is a drawing by a child of hot on chicken legs very important in the story

everyday life ofom magical reality of the plays used to keep the magic you know one the teacher johanna even returned to the class after the children had gone home just to exit the playw this wardrobe in case forgotten to do it earlier

Viola often inattentive andrup discussing how to bring everyone safety from the evil violested blowing up the whole school save the magical creators from Babagas trap. It's easy to see how Viola and her plan would be excluded from a normal classroom.

But this is a playw and in playw the children not the adults are the experts.

So the children neotiated with Viola and asked whether she could consider blowing up some props instead of an entire school.

And we all agreed and said this is a good plan because everybody gets to do their own plan.

So something extraordinary happened. We all agreed to participate and when it was her time to carry out her part of the plan, she first carefully checked that everyone is protected drew the bomb to trap and engag everyone in a dramatic countdown to the explosion.

Now here why I find this example so powerful in most other classroom settingso behavior would be considered problematic something that we should be preventing from happening inside play world it made sense and it even solv some problems

viola story is also great example ofase I believe teachers mentors parents saying If a child turns to you to ask for something or suest something, it's often cognitively difficult for us adults because it means changing our plans, right? Going into different direction as we perceive it wasting our press time. So our first intuition is to say no or maybe later.

But before you rust to respond try asking yourself why not and sometimes there's a clear reason to say no but often there isn't. And when there isn't you can go along with your children in that unpredictable direction and doors open.

So the children read the story and imagine how Ruben might look, but then COVID hits but the children continue stinking and talking about Ruben. And then after several months of distance learning the children return to class that one morning to find Ruben an actual puppet on a window of the classroom.

Tom the teacher plays Ruben and the children just love it. They want to include it in all activities. s feed nest for art classes and even teach some math to it

but at this semester also in this classroom some children seriously on the edge of disengagement alma for it was difficult to sit still follow orders school tasks and who was so disruptive that teachers made special arrangements for him to leave school early. You can imagine how this made him feel even more excluded

until children started to develop a special bond with Ruben. For example, the sent private email to Alma saying that it really lonely in the class during the night and Alma responded asking Ruben needed a friend her own soft toy sunny from home and Ruben said yes please. Slowly these children became really close to Ruben. It often sat in Alma's lap in activities that were difficult for her and that made her calmer and more attentive.

on a school field trip Tom the teacher put Luca in charge of Ruben and that was a huge often couldn't join these trips because of his behavior but Ruben made it possible for him to go. Perhaps you can see best how Ruben helped children through this drawing. illustration of onroom whiteboard Ruben [fnyser] and Luca together it looks kind of like Ruben is lifting Luca up perhaps making him feel happier lighter

and for me as a researcher I really love this picture because I think it is old who was able through this drawing to best crystalize for us what development is and imagination

Alma place adult child playing systems inside the value of adult need to recnedly learning systems. If this happens then plays can help us imagine and build better futures with our children. Futures everyone could have an important role to play.

It is through these roles and those relationships that our most excluded students can find a place and all benefit. And this can happen again and again and again if imaginative play is given the place it deserves. Thank you.

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