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@Kimie
I see that my writing is not as good as my spoken language, especially in english, but I'll try to explain.
My point is, that when you establish a playful enviroment, the participants will enter the activity if they find it fun, useful or have nothing better to do. If they after a certain amount of time do not any longer find it fun to play, they will leave the activity.
Sometimes when working in a playful enviroment, you can get people to stay, even if they don't find the activity fun anymore. That happens when you have a playful enviroment, that involves the participants with eachother as well as the objects used in the play.
I hope this makes a little more sense :)

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@mads can you please elabroate/explain what excatly you mean by: ''when people work playful, they will work for themselves, unless there is a need for others''

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Preben:
It is always wonderful to see how openminded children are. Teens and adults would probably have alot of prejudices about doing a scenario like the one you observed and participated in. I had alot of prejudices when we did something simular at our intro seminar. Your question in based on schools, but the observations you made is from a SFO/afterschool daycare (don't know what it is called in English). My guess would be that in the school you would have to have a less rigid way of thinking what the kids needs to learn from the activity. I don't know how you would do that, as the boundaries in the schools for the learnings objectives are quite solid. A reflection phase and discussion after the activity would undoubtely be interesting. In your observation as well, it would be very interesting to hear the children put what they have learned into words.

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@Maria fra @Maiken

Maybe there is a deseletion afterall? :)
You loose the feeling of control - the abillity to tjeck if you reach your goals along the way.

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Thank you for a detailed description on your blog, about how your video is put together, through different elements. Your website/blog is very navigable.

My first thought is, that you don’t necessarily choose to exclude anything, just because you have chosen a playful way of learning. It is, after all, an addition with some certain qualities and opportunities. I also sense that this is part of your conclusion, considering your discussion with Klaus, in the video?

With a playfull way of learning, there will still be options to dictate the “ground rules”, like classroom-management, focus-areas and requirements, time managing and environmental settings.

I understand if this seems like a banality, but the playfull approach tolearning, is seen many places – through gaming, kindergarden, gymnastics/athletics/sportsgames/competitions and so on.

Thank you all!
Sincerely,

Anders Larsen

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Bjørn thinks: Really interesting blog and video. I am totally impressed by your deliberate use of the change maker model and by your inclusion of theory. You make it all make really good sense, and it makes me both enlightened and a bit envious. It makes my day;)

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Bjørn: What a compelling example of using tablet in teaching. Nothing seems to be lost when it comes to an understanding of the substance / subject. Everyone learns from everyone it seems.
This challenges the eco-chamber and self-sufficiency of the teaching. That's your video a pretty good example of. But the video also shows how engaged the children become when teachers focus more on children's learning than on their own formal authority.

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Great video. I like the fact that you decided to focus on play. I like the elements of the teachers as a contrast to the children - I think it worked out really well. In watching the video, I thought of play versus the goal of learning. I thought a lot of what play really is? And if play is the same for everybody?  I couldn't stop thinking about the 'end goal' to the whole play process and it made me reflect on play as whole. I am not sure I see the playful approach as a the goal, as I myself see play as a time for entering the sphere of experimentation and being in the 'lab' of discovery and thereby learning. The process is the goal. vh Rikke

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I would really like to see if the playfull approach is possible to do with older kids. One of the things that hold me back in using a playfull approach is, how can I justify activities when I don't know the outcome of it? cause how can I be sure that the students learn what they are meant to learn? That I think is a problem with a playfull approach but that might just all be a qustion on how the framework is.

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And i loved the video. I think you managed to make a video, that opens up for discussions. Mixing images from praxis and interviews and your self as the hosts of the video asking questions. Not much is missing here. You are also still discovering a lot. To see the situation with the ipads and the synchronous communication is the obvious example. Here you guys seem surpriced yourselves. This works, wauw, it seems you are thinking that. Hdere you open towards something new. Playing, experimenting and exchanging across time and space. I did this on several occasions and in the latest version we called it the global makerspace - look at the makey project on the blog. I think i am one of the next people, you need to talk to, to discover more....

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Hm, maybe we are not even close to understand play and learning .. But what if it is a question of the framework more than the actual situation. I mean it is amazing to listen to the format, where the young teacher creates a process where, there are many ways to the goal. a starting point and an ending point, but in between there are many variables. But what if teaching, school, afterschool were different? That would change the deselecting question quite a bit, wouldn´t it? Deselecting inside what framework? To me the turning point always were, how we allow the interests and knowledge of children to be part of the process - and their curiosity and desire to know more. The experimenting community is for me a place to investigate this... the radicality of play, situated learning, culturally based learning is the challenge of a group of people wanting to do and know, what they see fit...

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The one thing that pops into my head, that you lose - as a teacher - through a playful approach in schools is control. You can only have some ideas what the pupils might end up with. By these means you can neither expect to be able to plan, exactly what the students ‘learn’ or ‘produce’ in the classes. Some teachers might call this a loss, but if you look at what reflects society better, you might argue that in life, you have to learn more processes and interactions with people, more than exact products or knowledge.

The real loss then might be, that when people work playful, they will work for themselves, unless there is a need for others, or it will add another dimension to take in more people in the process.

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Maria Kristine Buch Brockhoff

+Maiken

One of the teachers we talked to, Claus, had the fixed framework in his learning environment. You can see in the video how he had several steps on the blackboard, the kids HAD TO go through, but in his opinion, the children still had the playful proces within that framework.
You might be right about not being able to measure every step. But if it's just a question of choosing a different approach and not deselecting, why is it not more common in Danish schools?

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MAIKEN DAMSGAARD:

Jeg kunne ikke få kommentarfelt til at virke. Så jeg lægger det her i stedet 🤗

I don't think you necessarily deselect something - you choose an other approach,  but the ultimate goalsetting is the same, I think.

If I MUST say something you deselect then I would maybe say the classic way of making a specific structure in a learningenviroment. Do this, then do that, etc. By using playfulness and labs you make the process more fluid.

So you deselect the opportunity to measure every step - and you have to see the outcome to know if you've reached the goal.

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Maria Kirstine Buch Brockhoff

Line and Lykke, if we deselect a certain goal or ambition and leave some aspects to coincidence (if this is in fact what is deselected when choosing playful approach), is it then problematic to use a playful approach in school, where subjects have learning objectives and especially in secondary school, where the students have exams to prepare for?

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LINE:

The deselected aspects of a playful approach could be the structure and planning of the whole process. When choosing a playful approach, you also choose experimentation, spontaneity and thereby deselect a certain goal or ambition, that you've selected previous to the beginning of the activity. You choose the process and deselect the goal-oriented approach.

In the video it was great to hear the perspectives of teachers who actually work with this every day.

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LYKKE ØREGARD: When choosing a playful approach, you opt out of structured leaching. In doing so you might – to some degree - leave some of the teaching to coincidence. In doping so, you might not be able to match your expectation to the outcome. Inspiring video with some interesting and relevant content.