ORIGAMI IN KINDERGARTEN: POTENTIALITIES AND METHODOLOGY. Alessandra Lamio

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Owen Patterson
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1 ORIGAMI IN KINDERGARTEN: POTENTIALITIES AND METHODOLOGY Alessandra Lamio

2 January 2011 December 2012 Workshops of origami and fine motor skills in Milan in three kindergartens (3 to 5 years old kids), especially with children in disadvantaged social conditions and/or with psychological and physical problems. During some periods, I have been joined by a pedagogue, as external observer, who was gathering material for her master thesis in clinical pedagogy, regarding the use of origami as therapeutic play

3 THE THEACHERS SAY: (before...) Origami? Our children are too young for this activity!!

5 1. STRUCTURE OF THE WORKING GROUP 2. WORKING ENVIRONMENT 3. STRUCTURE OF THE LESSON 4. CHOICE OF ORIGAMI MODELS 5. IMPROVEMENTS

6 1. STRUCTURE OF THE WORKING GROUP 1 professional per 5/6 children (max 8) NO GHETTO GROUP Mixed groups regarding the gender, ethnicity, ability and temperament

7 2. WORKING ENVIRONMENT A special classroom, preferably small and private Well lighted, heated, kid-sized Table (preferably round or hexagonal) and chairs arranged so as to create a "circle work": AVOID THE LECTURE-STYLE LESSONS!!

10 2. WORKING ENVIRONMENT A special classroom, preferably small and private Well lighted, heated, kid-sized Table (preferably round or hexagonal) and chairs arranged so as to create a "circle work": AVOID THE LECTURE-STYLE LESSONS!! Possibility to hang the finished works on the walls

12 3. STRUCTURE OF THE LESSON Preparatory meeting: 5 minutes with the entire class, in the presence of the teachers, to introduce the operator and the activity.

13 3. STRUCTURE OF THE LESSON A) Handing out paper and SAY HALLO TO OUR SHEET B) GYM OF HANDS : recreational moment to develop fine motor skills and body awareness

15 3. STRUCTURE OF THE LESSON A) Handing out paper and SAY HALLO TO OUR SHEET B) GYM OF HANDS : recreational moment to develop fine motor skills and body awareness C) FOLDING : teaching methods that change according to the educational aims or stimulating the free creativity

18 3. STRUCTURE OF THE LESSON A) Handing out paper and SAY HALLO TO OUR SHEET B) GYM OF HANDS : recreational moment to develop fine motor skills and body awareness C) FOLDING : teaching methods that change according to the educational aims or stimulating the free creativity D) "CUSTOMIZATION" of the model (name, drawing, colors...)

22 3. STRUCTURE OF THE LESSON A) Handing out paper and SAY HALLO TO OUR SHEET B) GYM OF HANDS : recreational moment to develop fine motor skills and body awareness C) FOLDING : teaching methods that change according to the educational aims or stimulating the free creativity D) "CUSTOMIZATION" of the model (name, drawing, colors...) E) CLOSURE OF THE LESSON : photos, placement of origami models, tidy up the classroom...

24 3. STRUCTURE OF THE LESSON Data collection At the end of each workshop, brief moment when the operator reports on individual forms, specially prepared, the observations acquired during the meeting.

26 3. STRUCTURE OF THE LESSON Workshop with the entire class In an advanced stage or as a conclusion of the course

28 4. CHOICE OF ORIGAMI MODELS Gradual increase of the level of complexity At the beginning, only mountain and valley folds and simple bases, with few steps Iterations with variations Collaboration with the teachers for the selection of subjects, to support the didactic path of the class Lessons dedicated to the enhancement of individual creativity

31 4. CHOICE OF ORIGAMI MODELS How to find the origami models: Websites of national associations of origami (CDO, OD, BOS...) Google: search name + origami + easy + diagram Many websites collecting diagrams: es. Origami Club ( ) Origami-Instructions ( ) Nick Robinson's website ( )...

32 5. IMPROVEMENTS

33 Space-time orientation Communication socialization Emotional sensitivity Precision quality Creativity Instant gratification Problem solving ORIGAMI Fine motor skills Vocabulary building Memory Observation capacitypatienceimitationconcentration Oculomotor coordination

34 the connection between the hand and the brain and eye, I mean the ability to manipulate objects, guided by the brain, under the control of the eyes, they are the basis of the evolution of man and his daily life, but few activities develop it as much as the origami (cit.)

35 THE TEACHERS SAY: (...after) The children attended very gladly, with enthusiasm, and they never gave up to participate It was an activity of immediate gratification that stimulated the subjects to more creativity and to a state of emotional tranquility, which in turn has led to a better concentration and a dilation of the waiting time All the children were endorsed and their efforts immediately rewarded The small group has created relaxation, openness and a greater imitation ; It has created greater integration and enhancement of the individual child The move of the hands tells about the children, it makes them free to communicate, the hands speak of their being here. Origami enhances the person, discovers and rediscovers skills

38 THE CHILDREN SAY:

The Five Competencies

The Five Competencies CASEL has identified five core areas of social and emotional competence. Self Awareness Responsible Decision Making Self Management Relationship Skills Social Awareness SEL is a process