Abstract:

The paper records an applied case-study of a multidisciplinary approach to experiential learning in early education, that taps on the fruitful interaction between architecture and pedagogy. The approach is based on the ‘Educational Pla(y)ces’ methodology that aims to create original educational tools and equipment in school environments, designed collaboratively between architects, artists, teachers and students, while also employing the capabilities of a contemporary maker space.

In this case-study, the main goal is directed by the desire of the educators to create conditions of free, creative play within a relatively empty and unattractive kindergarten yard, in order to help children stimulate the development of critical thinking and the understanding of their physical abilities. For this purpose, the team worked toward organizing hands-on workshops that included artistic expression activities, like painting, model-making, as well as schoolyard mapping, that sparked the children's imagination. During this first stage, the team collected valuable data regarding not only needs, but also desires about the use and the aesthetics of the school environment. The children further enhanced the original findings by addressing the concept of a “mission,” largely enriched by their desire to explore outer space, which resulted in a creative journey to design, test and construct their “vessel” for play. During the second stage, the team worked on data-analysis and the deconstruction of obvious representation themes, which were later boosted with input retrieved through discussions, group presentations and games.

The outcome project is a playscape of two large circular units, made of layers of wood and carton, that symbolically represent the planets. Consisting of various sub-parts, they can be rearranged to form ergonomic and creative pedagogical constructions. Those individual parts foster activities, such as routes, steps of different heights, obstacles, balance beams, hide and seek props and so on. Numerous cylindrical objects of various sizes, such as kitchen accessories, utensils, upcycled empty cans and markers, can be placed inside the perforations of the cheese-like planetary parts, forming a two-sided "wall" of cooperation. Ropes, studs and other elements can also be employed to create imaginative new conditions of play and learning such as, for example, an outdoor fairytale corner. When assembled back into planets, they become portable, compact and easy to store, allowing the courtyard to be used for other purposes.

Evaluating the overall process, we can sum up the pedagogical benefits as following:
- The journey offered a learning experience through which the children took initiatives, expressed their views on space, experimented and collaborated with each other.
- Both teachers and students grasped the pedagogical value of learning by “doing” and felt empowered by the opportunity to transform their own space.
- Teachers gained new and creative tools to activate learning through play.

Keywords:

Experiential learning, learning-through-play, participatory design, risk management, outdoors play, critical thinking and situation analysis.