Learning Landscapes: Integrating playful learning environments in schoolyard designs
Authors
Viig, Julie Kikkenborg ; Bülow, Sofie Rejkjær ; Jensen, Simon Winther
Term
4. term
Education
Publication year
2020
Submitted on
2020-05-20
Pages
197
Abstract
Skole handler ikke kun om faglig læring; det handler også om at udvikle personlige kompetencer. I Danmark har mange skolegårdsrenoveringer det seneste årti prioriteret bevægelse og fysisk aktivitet for at styrke trivsel og læring. Men de fysiske færdigheder er kun én del af børns udvikling. Dette speciale undersøger, hvordan legende læring – læring, der opstår naturligt gennem leg – kan støtte børns læring, og hvordan den kan bruges i samskabelse med børn, når en skolegård skal designes. Studiet undersøger, hvilke fordele legende læring har, hvordan forskningsbaseret og praktisk viden kan guide dens indarbejdelse i design, og hvordan den kan omsættes til fysisk udformning, samtidig med at børn inddrages. Her defineres legende læring som en tilgang, der understøtter udviklingen af fem kompetencer: kreative, kognitive, emotionelle, fysiske og sociale. Samskabelse forstås som at designe med børn i stedet for for børn, med brug af legende læring som fælles greb. Undersøgelsen omfattede en litteraturgennemgang om legende læring og samskabelse, interviews med eksperter, referenceundersøgelser af renoverede skolegårde, en samskabelsesworkshop samt analyse af en konkret skolegård. Dette mundede ud i en designguide, der samler akademisk og praktisk viden. Guiden blev anvendt på Kærbyskolen i Aalborg, Danmark, hvor et skolegårdsdesign blev udviklet. Konklusionen er, at når den indarbejdes i en skolegård, kan legende læring understøtte alle fem kompetencer. Den kan omsættes til fysisk design ved først at tydeliggøre de ønskede effekter, herunder hvilke kompetencer der skal fremmes. Studiet peger også på, at legende læring gennem samskabelse i mindre grad handler om den konkrete fysiske form og i højere grad om, at børn bliver og føler sig hørt, så de opbygger en tidlig relation til deres nye skolegård.
School is about more than academic subjects; it is also about developing personal competencies. In Denmark, many schoolyard renovations over the past decade have prioritized movement and physical activity to support well-being and learning. However, physical skills are only one part of children’s development. This thesis examines how playful learning—learning that emerges naturally through play—can support children’s learning and how it can be used to co-create schoolyard designs with children. The study asks what benefits playful learning offers, how academic and practical knowledge can guide its inclusion in design, and how it can be translated into a physical schoolyard while involving children. Here, playful learning is defined as an approach that helps develop five competencies: creative, cognitive, emotional, physical, and social. Co-creation is understood as designing with children rather than for them, using playful learning as a shared process. The research combined a literature review on playful learning and co-creation, interviews with experts, reference studies of renovated schoolyards, a co-creation workshop, and analysis of a specific schoolyard. These efforts led to a design guide that brings together academic and practical insights. The guide was applied at Kærbyskolen in Aalborg, Denmark, where a schoolyard design was developed. Findings show that when integrated into a schoolyard, playful learning can support all five competencies. It can be embedded in physical design by first clarifying the desired outcomes, including which competencies to foster. The study also concludes that playful learning through co-creation is less about the specific physical form and more about ensuring that children are heard and feel heard, helping them build an early relationship with their new schoolyard.
[This abstract was generated with the help of AI]
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