Title of the original work: STRATEGIJA RAZUMEVANJA ODRAŠČANJA IN UČENJA NAJMLAJŠIH

Strategija učnega stičišča

THEATRE LAB TRNOVO (TLT)

Title: THE STRATEGY OF UNDERSTANDING YOUNG CHILDREN'S GROWTH, DEVELOPMENT AND LEARNING

The Strategy of an Educational Nexus

THEATRE LAB TRNOVO (TLT)

Authors: Suzana Antič, Natalija Komljanc

Language editor and translation: Alenka Komljanc

Painting on the frontpage: archives Trnovo Kindergarten Graphic design: Tomaž Ebenšpanger

Published by: Trnovo Kindergarten, https://vrtectrnovo.si/prirocniki/

First digital edition

Ljubljana, January 2019

Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID=298449152

ISBN 978-961-94611-7-4 (pdf)





Suzana Antič, Natalija Komljanc

THE STRATEGY OF UNDERSTANDING

YOUNG CHILDREN’S GROWTH,

DEVELOPMENT AND LEARNING

The Strategy of an Educational Nexus

THEATRE LAB TRNOVO (TLT)

Contents

Preface





7

Introduction





9

What is the nexus? A Co-Existing Community





11

Used terminology (in alphabetical order)





25

Bibliography





29

Preface

Based on long-standing development re-

The mental burden of a child does

search on the education of children in kin-

not pass simply by strengthening his/

dergarten, we have concluded that an in-

her personality, but mostly by relieving

stitution need to move from childcare and

the organization of education work, by

day-care activities to the open development

managing the institution and the group

of space and the conditions for voluntary

of children, putting an emphasis on

and liberating learning in a social learning

ethical qualities and better professional

community in order to achieve a joyous

skills, as well as by feeling love in co-ex-

and curious life and/or holistic self-devel-

periencing with people we accept and

opment in the institution.

thus respect.

An institution that used to take

Following long-standing devel-

care of children instead of parents has to

opment research and an innovative

transform its fundamental priorities and

approach, the Trnovo Kindergarten

thus the purpose in its philosophy, vision

has managed to find the key to under-

and activity so that the children can learn,

standing children’s learning and devel-

demonstrate empathy and develop in the

opment, which represents the founda-

community without suffering from hos-

tion of the strategy we are presenting

pitalism or parental alienation syndrome.

below.

7

Introduction

Educators observe various periods of

ideas for the further development of

children’s development as part of their

educational nexus named TLT – Thea-

natural growth. In collaboration with

tre Lab Trnovo.

parents and education experts, educa-

The Strategy represents a start-

tors establish a special form of collabo-

ing point for launching an action plan

ration with children by introducing two

for holistic programme activities and

threads: 1. enriched educator’s work and

training for educators to establish

2. in the form of the Pedagogical Puppet-

the new pedagogic/didactic features

eer. These two approaches, combined in

of the newly created educational in-

one person, enable the spread of recipro-

stitution. In this context, the Trnovo

cal and unconditional pedagogical love

Kindergarten and TLT will function to-

for the healthy development of children

gether with the intention of mutually

and their adaptation.

enriching professional knowledge.

The Strategy of Understanding

Young Children’s Growth, Development

Builders of TLT

and Learning considers all the current

findings of the Project Work with a Pup-

pet (PWP) and also includes courageous

9

WHAT IS THE NEXUS1?

A Co-Existing Community.

Based on three different views:

Free natural adaptation + the

art of didactical communication

1. Free natural adaptation2

+ an open science approach =

2. An open didactic stage for developing the art of impressions and expressions3

“TLT”

3. TLT for the research, exploration and discovery of science and art4

Goals of the strategy = the co-ex-

istence of the strengths of the

big ones (adults) and the small

ones (children)

1 A place for educational co-existence – Open Learning Space, open for free acceleration with prediction that everyone is able to do/search/discover everything without limits.

2 UNESCO learning strategy and PDL.

3 For relieving and reconstructing of one's mind.

4 Some sort of self-supply with learning magnets – attractive content that functions well and are up-to-date.

11

Method: natural liberating

DEFINING the Theatre Lab

It is a matter of an inventive balance of

learn ing

Trnovo (TLT)

the tendency towards a global world in

A didactic approach: didactic

the present time and place.

stage

1. The Project Work with a Puppet (PWP)

TLT is a movement that encour-

Learning place: TLT

defines learning as natural, liberat-

ages this sort of learning for holistic

Goal of the Strategy: co-existing

ing adaptation.5 Learning as a free

self-development – so-called healthy

community

and liberating form of adaptation

development.

to the world is an innovative strate-

Nevertheless, it is not only about

gic goal of transforming global society

upgrading the global community in

by 2030. This is defined as the sustain-

the way we intend, it is more about an

able development of the global world.

innovative form of self-development

with didactic support that expresses

5 According to UNESCO, learning is defined as free natural

pedagogical love. We perceive it as op-

adaptation. The point is to ensure the sustainable develop-

timal development with support for

ment of the world by learning. Natural adaptation signifies

the transformation, renovation and adaptation of tempera-

the innovative creation of sustainable

ment, an atmosphere where a person can cope with no health

pedagogical love. This is a vision of the

related consequences and minimal bad temper, anger and

Strategy of Understanding Young Chil-

anxiety, with a positive attitude and interest that one is ca-dren’s Growth, Development and Learn-

pable of sharing with others.

12

WHAT IS THE NEXUS? A Co-Existing Community.

ing. The vision addresses global society

view of ensuring an open global learn-

to help it self-transform and thus (self-)

ing space offering various possibilities

adapt by following a strategic learning

and establishing multi-generational

method as an intertwinement of two

and multicultural liberating learning in

didactical approaches simultaneous-

the current era.

ly6: 1. the principle of life-long learn-

We are ready for global learning8

ing that encourages healthy develop-

as a methodology for social transfor-

ment and 2. the reciprocal/inclusive

mation and thus, the transformation

principle of collaboration for creating

of pedagogy. Therefore, we push for

and therefore mutually reinforcing7

a better understanding of the corre-

growth. Both principles represent a

lations. Innovative learning ensures

challenge for society from the point of

greater harmony between space and

time (friendly relations) inside and out-

6 As a UNESCO vision.

side of ourselves (personal connection

7 The principle of life-long education is regarded as an in-

with the world). Through innovative

dividual passing through all life periods (childhood, adoles-

learning, we sense a two or more di-

cence, adulthood and old age); the principle of inclusion is

regarded as the social capability for the reciprocal empower-

ment of multi-generational and socio-personal development.

8 UNESCO offers.

13

Our vision = “Be smart – don’t

mensional perception of the world and

of the society.

fight, rather strive for perma-

didactics. We are aware of the varying

nent welfare.”

vibrations of the learners’ strengths,

2. Educational Theatre9 offers a pedagog-

who represent our common start-

ic and didactic stage as an open place



up educational material; the young-

for representing what one has learned.

Developing an inner thinker for

est collaborate with curiosity and the

According to Vygotsky, this is a place for

optimal personal and social de-

adults always search for better or new

building scaffolding, while according to

velopment or cultural blossom-

things to ensure the healthy develop-

Goethe the stage represents a place for

ing.

ment of society. Our vision, therefore,

play – the “playground”10. To both, the

encourages an innovative search for

environment represents a process of

the co-existence of mental process

(self-) transformation.

that enables each and every one to at-

tain personal growth through commu-

9 Theatre, playground; Theatre = stage; a place for open

learning, a range or educational counter offering possibility nity co-development. The innovative

to learn from both sides, a place where personal and collec-

learning community in life-long learn-

tive stories are written and presented (exchanged).

ing believes in an individual who con-

10 Someone might think that we are talking about today’s

fides in society. Therefore, the adults

playground; on the contrary, it is not a range. The notion

of a playground should be regarded as a game for sponta-

and children together create the future

neous creation.

14

WHAT IS THE NEXUS? A Co-Existing Community.

To us, the educational theatre/

with it to achieve a harmony of aware-

Theatre, playground for develop-

playground represents a place with

ness.

ing the art of accepting impres-

possibilities for discovering innova-

In the theatre/playground12, we

sions and expressions and for

tive literary-didactical stories for in-

write intergenerational stories, create

developing innovative forms of

novative adaptation to the world. It

new educational magnets, spontane-

thought support.

is a stage with and for the game of

ously develop experiences and freely

thoughts, and a stage as an opportu-

perform different experiments13. There

nity for exchanging ideas and experi-

is a fine, transparent and variable line

ences for metabolising11 and for form-

between the imagination and reality.

ing personal and collective knowledge.

The learners’ needs are taken into con-

This is a place where new ideas arise

sideration.

and new, unknown associative rela-

The children can see how the

tionships are discovered. The stage

adults identify themselves in public

enables a special way of learning and a

cycle of accepting diversity and dealing

12 Theatre as a place that emphasises dialogue and com-

munication, a place for observation; and a playground as

a place for playing, which is an intimate method of under-

11 “Metabolising” as a form of learning – an individual has

standing and creation.

time to self-reflect, assess, test, experiment and think and

for other ways that lead toward self-cognition.

13 Experiment as the purest form of observing the plan.

15

with the roles they play, how they per-

Education15 that encourages a natural-

form and how others perceive their

ly interdependent, contemplative, in-

performance. The children even think

dependent learner with the following

about taking on their own role. The

characteristics: 1. courage for discov-

play within the stories is in fact simu-

ering new things, 2. self-motivation

lated reality. The experiences of good

for creating and achieving personal

and evil are in balance. Supporting and

and common goals, for self-examina-

upgrading knowledge and mutual en-

tion, for creating references and for

richment come as one since the social

finding learning sources, 3. capability

pedagogy is based on bringing togeth-

of facing the challenges, 4. capability

er empathic relationships in a holis-

for self-planning and setting criteria of

tic co-existence in order to make the

personal learning for achieving a goal,

world a better place.

and 5. self-education for building per-

We all draw the Didactical Map14,

severance and resistance with the de-

in which the roles are shifted within

sire to pass through phases together in

the inspiring transformative Post-15

the process of self-development in the

14 Read more in the manuals on the creation of PWP publi-

15 According to UNESCO.

shed by the Trnovo Kindergarten.

16

WHAT IS THE NEXUS? A Co-Existing Community.

community – meaning to grow up.

3. TLT: In its foundations, it represents a

A starting point and the concept

laboratory form of learning that enables

of learning on the theatrical stage are

a shift from closed forms of observation

already established, checked and test-

to the safe and open assessment of spe-

ed within the Project Work with the

cific influences and then returning to a

Puppet at the Trnovo Kindergarten16.

world of holistic perception. Opening

The approaches are described in publi-

and closing the learning environment

cations recently prepared by the Trno-

is not controlled from the outside or in

vo Kindergarten. We develop a culture

advance, it is regularly adjusted to the

and skills for observing, thinking, ex-

needs of the learners’ thinking process-

pressing, collaborating, accepting and

es. In this way, we would like to use the

giving reciprocal messages from life

brains of all generations, especially the

and for life.

young ones, to revitalise/re-invent clas-

sic analytic and synthetic thinking. The

Theatre Lab Trnovo has its vision: To teach

16 Find out more about the work and results in the ma-

people how to observe and sum up their in-

nuals of the Trnovo Kindergarten. You can read about the

sights to find innovative solutions that are

open, transparent, respectful, responsible development of

compatible with prior self-development and

a life-loving being.

17

are beneficial for natural and social co-exist-Everyone can be included and al can

ence. This means to rejuvenate academia

col aborate. Each individual is responsible

by introducing the mental insights of the

for carrying out safe research for every-

youngest. The purpose of the laborato-

one. The young and old collaborate with

ry is to renovate the observation system

mentors who assess their personal and

using the principles of self-development

common development. An open labo-

for the healthy development and learn-

ratory represents a place of the mental

ing of the youngest with adults.

liberalisation of learning.17 TLT is a nexus

TLT functions according to the prin-

that enables a person’s self-restoration

ciples of an open learning environment.

in the process of development, as well

TLT provides open access to all kind

as a place for community development;

of sources through open interaction

an individual comes up with a basic idea

and the cross-fertilization of thoughts

and then presents it to the society so (s)

and findings. Moreover, there are also

he can use its feedback to continue the

open forms of presenting and preserv-

development of his/her idea. The bond

ing exchanges with other learning en-

vironments. We communicate in a re-

17 It was an attempt already in USA in the 70s, more in: We-

demeyer, Charles A., The Once and Future school, Washing-

search-adaptive way.

ton, August, 1973.

18

WHAT IS THE NEXUS? A Co-Existing Community.

between the individual and the society

gogical love and the love of learning

is essential for healthy life-long learning.

are notions that are far more promi-

Thus, this concept of open learning in-

nent.

fluences institutional education on all

Open learning thus signifies an

levels and also the development of ed-

open will, love of self-development

ucational technology.

and self-development itself. It is an un-

A tendency to attain high grades

finished life-long story that is unique

is certainly no longer at the forefront,

for every generation. TLT therefore car-

it is more important to have knowl-

ries out a responsibility towards the

edge based on discovering what is in-

learning community where an indi-

side of us. Therefore, in this context,

vidual, in the process of development,

openness means accessibility to one-

seeks oneself and feels liberated in a

self, self-discovery of one’s potentials,

dialogue with others. In this most nat-

and their understanding, activation

ural way, we support each other in be-

and fulfilment. The inspirations and

coming what we desire and achieving

expectations, the capability to fulfil

what we can do, without any limits.

the self-development of one’s poten-

TLT liberates our knowledge, unlike

tials while feeling parental and peda-

information overload. This is a com-

19

plex mental and didactic transforma-

tal games, 3. work, 4. the self-develop-

tion that we are aware of. Neverthe-

ment of everyone (the youngest, their

less, we are encouraged by the already

parents and/or experts) in education,

achieved goals of the literary-didacti-

science and art (a pedagogic, scientif-

cal stories of the Trnovo Kindergarten

ic and artistic approach or concept of

in the last decade.

the new era in education). Through

The openness of the TLT can be

this approach, we cultivate healthy

detected from the point of view of

project-based learning to foster inno-

methods and from research strategies

vation and conditions for sustainable

and approaches.

development. Moreover, it offers open

Through openness, we conscious-

access to information or data and en-

ly empower pedagogical, scientific and

ables reciprocal enrichment with qual-

artistic discovery for creating updated

itative feedback so we can help each

expressions, enriched with the ideas

other / overcome problems using feed-

and thoughts of the youngest, the ex-

forward recommendations, better

perts and/or the experienced. It is an

suggestions for self-development con-

open laboratory, open science and art

nected to the current research ques-

for 1. self-experiencing, 2. experimen-

tions and, at the same time, (self-)

20

WHAT IS THE NEXUS? A Co-Existing Community.

judgement of adaptation (learning).

ed toward new innovative forms of

In the open environment, TLT not

co-existence and/or reciprocal connec-

only represents an open process of un-

tions between: thoughts, ideas, find-

derstanding, it is a place for encourag-

ings, people, the findings of previous

ing discovery and research18. An open

disciplines, children’s discovery play,

laboratory generates ideas in a unique

children’s and adults’ games and oth-

way: it enables free discovery using a

er sources of surpluses (personal and

systematic protocol of assessing the

other) for writing new creative stories.

development of an idea and its use. In

Special care is devoted to beauty (aes-

this way, we foster the current form of

thetics) from the point of view of vital

Project Work with a Puppet.

needs that change a character to ena-

In a special pedagogic/puppet

ble the more subtle experiencing of the

laboratory, the puppets and Pedagog-

world’s impressions and expressions,

ical Puppeteers (PP) enable the for-

which support a better harmony in re-

mation and unfolding of new learning

lationships. The laboratory is a perfect

stories. The didactic principle is orient-

place for discovering and working with

different material according to the

18 Holistic mental process.

children’s perception. The puppeteer

21

The VISION of Theatre Lab

encourages them to find answers to

nesses, the capabilities are put for-

Trnovo (TLT): To teach people

their research questions, which they

ward as a fundamental kick-starter of

how to observe and sum up in-

enrich with the experts’ and parents’

the learners’ mental process. The PP is

thinking.

sights to find innovative solu-

aware of the changing cyclical process-

The Pedagogical Puppeteer (PP)

tions that are compatible with

es of content development and en-

is therefore not only a generational

prior self-development and are

sures an inexhaustible source of sup-

facilitator, encourager and source of

beneficial for natural and social

port. The PP represents an innovative

pedagogical love, but also a prominent

co-existence. In other words, to

binder who connects, strengthens,

supporter and catalyst for the devel-

rejuvenate academia by intro-

maintains and ensures that the TLT re-

opment of ideas. The PP does not only

ducing the mental insights of

mains an inexhaustible oasis of knowl-

assess personal development but also

the youngest. The purpose of

edge that impregnates constantly.

the process of development in the ho-

the laboratory is to renovate

We are aware that love is the

listic context and its forms of adapta-

the observation system using

strongest link and thus a master key

tion to the world. The PP assesses how

the principles of development

for the qualitative adaptation and cre-

the resistance of the youngest in the

for achieving social self-develo-

ation of a new world. Reciprocated

mental world develops through the

pment19.

love reinforces the affiliation of crea-

desires of a child and not only through

tivity.

his/her needs. In addition to the weak-

22

WHAT IS THE NEXUS? A Co-Existing Community.

Table: Summary

1. PWP

Natural free learning/adaptation

Learning as free natural adaptation/development

Our vision is free learning on a didactic stage

Sustainable development with 2 principles: life-long edu-

cation, and inclusion

for achieving the transformation of analyti-

cal and synthetic academic knowledge into

self-recognition of the personal development

2. The didactic stage for accepting impressions

Healthy development

and expressions

The didactic stage for the self-transformation of learners –

of learning and into the process of develo-

open learning for individual and common intergeneration-

pment (in accordance with the principle of

al learning stories – social pedagogy: emphatically bring-life-long learning).

ing together within a holistic co-existence

We create a sustainable world in

An open environment for innovative forms of adaptations

Didactical Map in Post-15 Education (according to UN-

an open environment for self-restraining

ESCO

through inspirations and expectations.

An inclusive approach in life-long

3. TLT for the development og ideas and learn-

Transformation of analytical and synthetic thinking in-

ing stories

cluding the insights of the youngest – observation/recog-

learning together with a Didactical Map

nition of self-development

within Post-15 Education enables the most

A nexus of self-renovation with inspirations and expec-

open learning forms for self-recognition.

tations

The most open form of learning for experiential and experimental games, work of self-development.

23

Used terminology

(in an alphabetical order)

1. Coherence as a kaleidoscope of vibrations of several dimensions.

2. Conscious empowerment of pedagogical, scientific and artistic discovery of Post15

education is a new era in education.

3. Developing sustainable innovations as a form of encouraging the modernization/actualization/improvement of the living environment.

4. Educational theatre as art of impressions and expressions.

5. Feedforward instruction as a form of encouragement and support for continua-tion of adaptation/learning/innovation.

6. Freedom of defining learning aims is a vision for creating personal and social surplus.

7. Healthy project-based education as a healthy form of learning.

8. Inclusion for collaboration for mutual reinforcement.

9. Interdisciplinary groups and programs as the academic type of collaboration of different experts.

10. Laboratory as a place for scientific experiments and research.

11. Learning stage as an educational counter offering possibility to learn from both sides.

12. Multidisciplinary project collaboration – considering the problem/challenge from the point of different disciplines, professions that deals with life challenge.

25

13. Nexus. Place of binding together, building relationships, link.

14. Observation of holistic perception for reinventing of analytic and synthetic thinking.

15. Principle of inclusion as a form of mutual empowerment for the development of society and one's personality.

16. Principle of life-long learning – an individual passing through all life periods (childhood, adolescence, adulthood and old age).

17. Protocol of assessment is a holistic system and procedure of improving the existent knowledge.

18. Self-active heart-minded learning and teaching approach as a deep learning collaboration between learners.

19. Self-developing actual research question is a question for personal and social self-development.

20. Sustainable development of global world.

21. The aim of life-long school learning is an independent learner as a form of be-haviour and learner’s reaction; the overall goal of a free school is the transformative learning as a form of learner’s thinking process.

22. Theatre – a place for work, study and play.

26

23. Transformative learning theory combines the theory of humane and constructive learning.

24. Trnovo lab is an open system of self-development in the community. This means to rejuvenate academia by introducing the mental insights of the youngest.

25. UNESCO Learning as free natural adaptation.

26. Using one's heart to achieve higher intelligence – considering intuition and inspiration that create a willingness and spirit for self-development.

27. Vision of UNESCO = aspirational, transformative holistic Post 15 education = Trnovo Lab = To teach people how to observe and sum up their insights to find innovative solutions that are compatible with prior self-development and are beneficial for natural and social co-existence.

28. Young in an innovative community.

27

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30