Free Play Fun!

 
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SKILLS/ATTRIBUTES

Collaboration
Imagination and Risk Taking

approximate time

To be determined by the teacher

 

By allowing students to follow their instincts and take the lead in their explorations, facilitators will witness creations emerge through their imaginative play. However, sometimes students may need a little boost to get started.

The foundation for play begins with developing a common language with your students by naming the parts that are included in the kit. This process is described in the Explore Rigamajig Project Plan. A common language enables students to communicate in a productive manner. From here, if your students need some scaffolding for their play exploration, teachers may consider giving them a goal for their play. Below are pictures of kindergartners who were asked to build a playground for their class pet turtle, Elmer.

 
 
 
 "Where should we put this wheel?" 
 Wheels come in different sizes
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Challenges for Students:

Begin by asking students to think about what they typically see on a playground. They will most likely start to list things such as tunnels, slides, ladders etc. This exercise get students in the playground mindset. Now that they are thinking about playgrounds and what is on them, they may be more confident in creating a playground of their own from the Rigamajig kit.

This challenge can be met as a class or in small groups. After exploring what’s on a playground, the teacher can assign small groups to build each of those components. After they have had some time to construct their playgrounds, the class can regroup to combine their creations for one complete playground.

The goal of this Project Plan is to inspire teachers to give autonomy to their students. Rigamajig shows its fullest potential when teachers excuse themselves as leaders and allow the children’s young minds to take over.

Have Fun!

 

 Group attaching wheels to vehicle
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