Box Village
(Dozendorp)
contents
1. short
description of activity
2. programme
3. didactic concept
4. materials and tools
5. costs
6. side-conditions
7. the role of the teacher
8. technical aspects
9. pilot: location and
context
1. short description of
activity
Children age 9-11 design and make buildings and vehicles out of large cardboard-boxes.
In the buildings and vehicles electrical circuits are applied to add light,
sounds, movements etc. Furthermore simple mechanical transitions are used to
obtain various other effects. These buildings and vehicles are assembled to a
village for younger children to play with. Additional attributes are added by
both older and younger children, to make this learning environment more
realistic and to enrich the play.
2. programme
|
time
|
activity
|
|
materials
|
|
1 ½ h
|
introduction
investigation technology in buildings and vehicles
making a construction-technical visual dictionary
|
|
pictures
folders
scissors
paper
glue
|
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½ h
|
design drawings
|
|
paper
colorpencils
|
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½ h
|
adapting the design to the restrictions given by the basic material:
the cardboard box;
selection of mechanical transition to apply
if necessary: explication on mechanics
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various boxes
background info
images
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|
1 ½ h
|
constructing the buildings and vehicles
|
|
boxes
sharp knives
floor protection layers
rope/string
scissors
pencils
rubbers
coloured paper
glue
liniaals
measuring devices
cutting mats
various waste material
old carpets
wall paper
wall paper glue
hammers nails
screws screwdrivers
waste wood
brace-and-bit
tape
first aid kit
|
|
1 h
|
painting and finishing
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paint and rollers
cleaning materials
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1 h
|
practical lesson about elementary electricity
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|
wire
batteries
lamps
lamp-holders
buzzers
various switches
small engines
propellers
polystyren
|
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1 ½ h
|
applying electrical circuits in the products
|
|
idem
tape a.o. fixing materials
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¾ h
|
assembling of the products into a village
addition of some basic elements like road, pavement, grass etc
|
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broad gray cardboard rolls
artificial grass carpet
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½ h
|
presentation to the younger children; certificates for architects/
constructors; installation of mayor
|
|
mayors chain
certificates
sth to eat/drink
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½ h
|
basic play of young children
|
|
|
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1 h
|
addition of materials to develop role play,
role play
interventions, participation by teacher
|
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set of role-play materials
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½ h
|
inventarisation of missing elements in the village, to be
constructed
dividing the tasks among the children/ formation of group based upon
interest of the children and necessity of the attributes
|
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blackboard chalk
|
|
½ h
|
designing the products, meaningful use of language, mathematics,
research skills
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paper
colorpencils
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1 h
|
constructing the products
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|
construction materials
|
|
12 h
|
|
|
|
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3. didactic concept
We believe that inviting children into a challenging activity is better
motivation than urging them to learn what we say is important for them. In
stead of pushing them, hook them by their natural curiosity. Making big size
things and having succes-experience always appear to be strong stimuli.
Another important characteristic of this project is co-operative
learning on several levels: the teacher designs the scene but the elaboration
and the final product is not determined before. Neither is the kind of role-play
with the small children and their technical adjustments to complete the
village.
In this activity weve tried to build in several elements of development
oriented education on two levels.
Three basic aims and conditions for any learning process in this
approach are:
1. emotional freedom
2. curiosity
3. self-confidence
Some other characteristics of Development oriented education are:
4. meaningful
5. involvement
6. with intention
7. coherent learning
(a.o.: Janssen-Vos, Basisontwikkeling in de onderbouw)
We try to fulfil these among others by the following notices:
1. emotional freedom: the children work in small groups, with a high
degree of autonomy. The children make the design and the teachers only comment
and adjust small things if necessary. The task leaves much room for differences
in interest, gender(choice of technical aspects, esthetics, design phase), so
for every child its safe to join in, and everybody can contribute in his own
way.
2. curiosity: The task to make real toys out of really big size boxes is
very challenging. The size is an
important trigger in this project (more motivating than a maquette). The
application of electrical circuits to make things work always appears like
magic, and theyre eager to learn how to make this themselves. Action having an
effect allways
3. self-confidence: children are allowed to use tools like knives,
hammers and nails, brace-and-bits etc. From the beginning of the project on,
all during the process, children are trusted to reach their aim: a working
vehicle or building. In any case they will succeed and have a success
experience.
Some other characteristics of Development oriented education are:
4. meaningful: the product of the group is a village that is really
going to be used by younger children, cars really move, houses really can be
entered, things function.
5. involvement: the children feel like the architects and constructors
of a village. In a limited, quite short time they build up something big.
Because of the big boxes as a basis, quickly after the start children get an
imagination of what the final product can look like, which gives them higher
motivation to work on it. There is a nice balance between involvement with
their own product (their car, their house) and the final group product.
6. with intention: the whole idea is based upon problem-solving.
Children learn the items they need for finishing their product, not the ones
that the teacher urges them to learn. Of course in the design of this activity
the teacher can build in tasks that require the skills and technical insights
that he wants them to meet.
7. coherent learning: carrying out this project children learn more than
technical skills and insights. It almost naturally requires use of drawing
skills, written and spoken language (new words, writing signs, names,
negotiation), mathematics (calculating, measuring, estimating), art (aesthetics
appear to be very important), physics (characteristics of materials) etc.
Its important to list these, to convince ignorant teachers that this is
more than doing some prifling, and that it can replace some of the ordinary
lessons.
On the level of the younger children:
1. emotional freedom: children can start play free and discover their
new learning environment in their own pace. Successively new elements are
introduced. The teacher, as a mayor, takes an active part in the play. Later on the children have freedom to think
and decide what they would add to the city, ranging from traffic-lights to
shopping bags, from a bridge to a clock.
2. curiosity: the new learning environment rises their curiosity. Some
days before the teacher announces that something big and exciting for them is
under construction. The children are allowed to take a look while the older
children are busy making the elements. The village is presented in a festive
atmosphere.
3. self-confidence: the children are given responsibility for the
village, while they are playing in it. The teacher stimulates them in the
role-play, challenging them with some key questions (how do you know where to
deliver this letter, postman?) and inforcing them to solve this problem
together (which results in writing names and addresses on the letters,
attaching numbers on the houses, putting stamps etc.). During the practical
work the teacher refrains from solving the problems of the children, in fact
she compliments them with their solutions and products.
4. meaningful: As mentioned above: during the role-play many needs come
up, which make it necessary to learn: writing addresses, calculating the costs
of the contents of your shopping bag at the cash-desk, drafting a menu-card in
the restaurant and learning phrases to use there, learning characteristics of
various occupations. In the technology-part children themselves point out the
omissions in the village which they want to solve. And of course their bridge
has to cross the river and not end in the middle of it!
5. involvement: role-play implies involvement almost naturally. This is
stimulated by announcing they are the
citizens, it is their village.
6. with intention: role-play in this rich learning environment gives the
teacher plenty of possibilities to observe the childrens zone of actual
development. By participating in the play, asking some key questions end
introducing new stimuli/materials at the appropriate moment, he/she can pull a
child into the zone of proximal development. Of course its possible to plan
some new experience beforehand, by the selection of questions, scenes and materials.
7. coherent learning: for young children a common way of learning which
teachers unfortunately tend to forget after children have reached the age of 6,
and start to read and write. This project offers lots of opportunities for all
six distinct core-activities in an theme: role-play, reading/writing,
calculating/mathematics, research/investigation, constructive activities and
talking. (Janssen-Vos, Basisontwikkeling
in de onderbouw)
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4. materials and tools
Per stage is listed when to provide which materials. Here they are
listed in general.
Tools:
scissors
sharp knives
rulers
measuring devices
cutting mats
hammers
screwdrivers
brace-and-bit
paintrollers
cleaning materials
Costless (waste)materials:
pictures
folders
various boxes
various waste material (bins, cans, wrapping paper, tubes, lids,
poster-rolls, textile etc etc)
old carpets
wall paper
waste wood
consumed materials:
paper
coloured paper
glue
colorpencils
floor protection layers
rope/string
background info
pencils
rubbers
wall paper glue
nails
screws
wire
tape a.o. fixing materials
paint
polystyren
sth to eat/drink
Electrical components and other
materials to be re-used:
batteries
lamps
lamp-holders
buzzers
various switches
small engines
propellers
broad gray cardboard rolls
artificial grass carpet
first aid kit
Materials to produce or collect especially for this project
mayors chain
certificates
set of role-play materials
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5. costs
Costs depend on the basic inventory of tools and materials of the
school.
Apart from the tools and paint most expensive are components for
electrical circuits, like switches, lamps, buzzers, batteries, small engines
etc. They can be ordered from deliverers of educational materials, but in this
pilot they were simply bought at an electricity store.
Most of the other materials, including the boxes themselves are costless
waste materials which only cost effort to collect. Children and parents may
help.
An rough estimation of the cost in an ordinary primary school will be
between 50-100 euro.
6. side-conditions
Its necessary to have space enough to work without hindering each
other; use the corridors if possible.
Its important for the children to become familiar with the tools, for
safety reasons.
During the practical work two adults around is the minimum.
A free room or other space is necessary to leave the village for some
weeks to play in.
7. The role of the teacher
The role of the teacher is a crucial one, of course, both for the
activity with the older children and for the younger ones.
For the activity with 10-11 years old:
A careful introduction is important to warm the fire, to get the
children enthusiastic. Make sure that they experience it as their own project.
Honour them by comparing them to architects. It would be great during this
project to do an excursion to a construction site or a garage or to invite an
architect or constructor to show sth. about technical drawings.
In an early stage the basic material the box should be introduced, not
to disappoint the childrens plans with the side-constraints. One of the main
aspects of technical education is the technical cycle: design-make-test (and so
on). Make sure children think about their product first end evaluate (and
possibly adapt) afterwards. Give them the opportunity to investigate real-world
products.
The whole scene should be like a construction team, the teacher
co-operating as the more-experienced partner, not as the big problem-solver. This
requires guiding-skills, flexibility, improvisation and a sense for adventure.
Take time before to introduce special skills and safety.
Organise the working place well before and make sure children know where
to take and place back the materials. Make them responsible for cleaning up.
Build in moments for sharing the development of the products.
For the 6 years old:
Familiarity with important aspects of development oriented education as
mentioned above.
Carefully build up the new experiences one after another: introduction,
becoming familiar with the learning environment, play, role-play with
attributes, technical improvements.
Try to adapt other activities to this big theme, so as not to leave it
an isolated activity.
During the play active participation of the teacher is essential. In the
pilot this appeared to be as important as the learning environment to evoke
learning. See paragraph .
The duration of the project depends on restrictions of the curriculum,
but also very much on the involvement of the children and the inventiveness of
the teacher. As long as it lives, the children care for the village and it
keeps neat , and as long as there are new activities to be carried out, you can
maintain. However, be careful not to let it slowly decline.
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8. technical aspects
Apart from the construction of the house out of a box, several technical
aspects can be added, like electrical circuits rolling curtains, mechanical
doorbells, fans, carports.
Possible mechanical transitions to use:
block and tackle (for carrying op loads outside the building or in a
crane, mechanical doorbell, carport or garage-door)
lever (for home made switches, door-handles, moving things, launching
thing (children always like this
))
wheel-and-axis (in any driving or rolling device, a steering wheel,
rolling curtains, a fan or a radio telescope
.)
a belt (to move things on distance, for transportation)
pneumatics (to move, open and close or lift things)
electrical circuits
construction characteristics like stability with triangles, tubs, I, H
and T profiles
attachment of material, stiff and flexible
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9. pilot: location and
context
The pilot as shown in the presentation was part if an international
course on urban education, with 20 students from 7 different countries and
languages. They worked with two classes (2 x ca 24 children) of children age 10
11. Three major consequences of this were:
- very limited time (one morning and a half to build up the entire
village)
- communication challenges (children had prepared image-dictionaries to
point at (technical) elements of their intended constructions, and one class
had just some weeks of English lessons)
- intensive co-operation (one or two students on every group of 4
children)
This pilot therefor is, in these
aspects, not representative for a normal school situation. However, were
convinced that in essence the activity in an ordinary situation will not be too
much different. Success mainly depends on the motivation of the children and
the flexibility and courage of the teacher. Presenting it as a challenging
adventure that the children and the teachers will join in together is almost
sure guarantee for high involvement and co-operation.
The part of the playing in the village with younger children (age 6),
and the practical technology activities with the younger children, was carried
out after the student course, by the teacher of the group. Role play accessories
were provided by students.
The school is located near the city centre of The Hague.
The school has the disposal of a technology classroom, a small
classroom with large tables and a basic inventory of tools and materials.
The school is on the way to implement development oriented education in
the curriculum.
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Download (all
material): Box_village.zip
Contact:
Haagse Hogeschool,
Sector Onderwijy, Sport en Talen
g.p.vanderslikke@hhs.nl
