Theoretical Foundation
[ Pedagogical Framework ]
[ Pedagogical Framework ]
Embedded Files
The project starts with this invitation in its title: Let’s play! How? Press the PLAY button.
We want to recover playing as an educational project. We need to show that when we teach through play, we are not neglecting the seriousness and relevance of the content to be presented to the children. Quite the contrary! Playing is indispensable to children’s full development. It is with this approach that we manage to achieve key objectives, such as the development of perception, imagination, and feelings.
Playing contributes to learning, making children create concepts and ideas with which they can construct, explore and reinvent knowledge. When they play, children express their feelings, learn, construct, explore, think, feel, reinvent and are active.
We can notice the importance of play in Early Childhood Education in the National Curriculum and, certainly, in BNCC! The National Common Curricular Base (BNCC) lists children’s learning rights:
When we press PLAY, we activate
children’s learning rights!
With APERTE O PLAY, we would like children to draw on immersive learning experiences through which they can reflect on stories, communicate with themselves and with the world, accept the existence of others, establish social relations, build knowledge, experiment, try and encourage oneself to respond to challenges. Our objectives are aligned with those of Early Childhood Education: with the combination of Literature and the Maker Culture, we want to contribute to the development of psychomotor, social, physical, affective, cognitive and emotional skills.
That's why we have created this Maker Reader LAB in three stages:
That's why we have created this Maker Reader LAB in three stages:
ACTIVATE
ACTIVATE
to engage
PLAY
PLAY
to create
REFLECT
REFLECT
to share
We have devised simple learning experiences, which may be adapted and enriched by the educator. To start with, we propose ways to activate and engage. For instance, in one of the sequences, the children are playing and get thirsty. This is the perfect moment to introduce the fable in which a jaguar won’t let a monkey get a drink of water. After listening to the story, they move on to the next phase: playing to create - time for manipulating materials and constructing something valuable for themselves or for others.
To complete the cycle: reflect to share - time to work on oral skills, active listening and reflections so as to share what has been constructed. The sequences are actually simple, but full of pedagogical choices that might represent a starting point for your school to bring the concepts of the Maker Culture and elastic readings into your own reality.
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