IDEA CHALLENGE

Maps

Maria Paula AscencioArchitecture student

Pau

Paula Alejandra RiveraArchitecture studentDesign student

Mahusa

Manuela Hurtado SabogalArchitecture student

INSIDE CHILD

TEAM

Panksepp J. Can PLAY diminish ADHD and facilitate the construction of the social brain? J Can Acad Child Adolesc Psychiatry. 2007 May;16(2):57-66. PMID: 18392153; PMCID: PMC2242642.

(Panksepp, 1998a, 2001)

ADHD Attention-deficit / hyperactivity disorder

"To exploit these genetic gifts to their fullest, we must create social environments for children that not only allow, but encourage them to satisfy their natural and joyful play urges."

Personally, we have all experienced lack of attention since our early years and have had to deal with this process especially when we have never been treated medically nor psychology. Therefore we have created a whole world for children to feel free and learn based on there capabilities, reinforcing there self-esteem meanwhile reaching their peak creativity and social interactions.

(Panksepp, 2007)

VISIONTREATMENT AND HELP

"Laughter is the clearest signal that natural play urges are being engaged".

The game does not pretend to cure nor treat children with ADHD but rather complement the necessities that these children need. It’s purpose is to guide the child in their environment so they can comprehend and transform it from their own imaginary perspective. Therefore, the child’s interaction with the game motivates them to create new experiences and the discovery of remarking sensations and emotions from just the answer to a simple question that expands infinite possibilities to resolve it and generate satisfaction and a sense of achievement with themselves, empowering their self-esteem and taking advantage of new skills.

(Panksepp, 1998b, 2001).

OBJECTIVEUNDERSTANDMENT OF ELEMENTS

"Pre-schooler with ADHD, during free play periods, engage in less play activity than controls and that ADHD children engage in less social, more solitary play than typical children ".

The game seeks to mediate between the participation of instructors (teachers or relatives) and the child. For this reason, the instructor lays the bases for the child to learn how to follow instructions without having to limit themselves in their explorations and taking advantage of their energy and curiosity. Thus, the instructor locates the planets in the learning area (classroom, the patio, the house, etc) that will generate a first facilitator for the child who will seek to recognize the environment in which they and the planets are located. The game will provide an essential question: "How to build something that can...?" and by spinning the wheel, actions will appear that will allow kids not only to explore the infinite possibilities to solve the question, but will also invite them to explore the different joints and pieces of the game. This way, the child will build forms and networks that can not only experiment but also transform the environment that surrounds them from a single question with infinite possibilities .

(Panksepp, 1998b, 2001).

CONCEPTUNDERSTANDMENT OF ELEMENTS

"More natural play may facilitate the growth of pro-social brains and minds and keep the incidence of ADHD to a minimum".

This exercise looks forward to facilitating children’s motivation and skills to discover themselves and the world around them, understanding themselves as the creator of their own imagination. It is based on an investigation and acknowledgement of ADHD (Attention-deficit / hyperactivity disorder) in children and how this game becomes a tool to help grant power of attorney over their own self-esteem from the elements of surprise, curiosity and immerse the child in their own game.

From educators specialized in children.

INTERVIEWS

"A school environment is created for the children to learn through experimentation, physical contact and curiosity, encouraging himself to build a world without limits."

"Regardless of the condition or circumstance, it must be done with patience, tolerance and a desire to be informed and trained in order to have tools that can help others."

"I take the time to get to know what the child likes. In this way I can carry out activities and dynamics that he enjoys and is linked autonomously, with short times and increase them as they capture more of his attention."

"They look for activities that have strong colors that stand out in a place that attract their attention, as well as textures that you have to feel for a long time such as masses, slime shapes, etc."

"Their education, despite being differential, must be convivial that generates autonomy and responsibility" (Petrovic & Rolstad, 2016)

BUILD - ADD - CREATE - UNION

DRAFTS

The planets (bases around the learning space).

SPACE

These “planets” will play as the first facilitator as the space exploration could be.

FACILITATOR

CHILD

The child will explore their abilities and imagination to solve an essential question.

ACTORS INVOLVED IN "PLAY TO LEARN"

AGENTS

CRISTIAN

SUPERAR FOUNDATION

THE GAME

These “planets” will play as the first facilitator as the space exploration could be, the imagination and curiosity will be enhaced by one question.

The child will explore their abilities and imagination to solve an essential question. They will examine the game pieces (joints and extensions) and use their materials and skills to create networks and forms that address this question.

CHILD

The planets (bases around the learning space). The shape and colors of the bases will draw the child's attention to the game and all of its qualities, whether it is an open or closed space, at home or at school.

SPACE

FACILITATOR

AGENTS REFERENCES

STEP 5

If the roulette stops in challenge mode the instructor could pick one of this random cards:

Exploring their own world.

LEARNING PROCESS

STEP 4

Roll the roulette: They must build something that can...

STEP 3

In groups of 4, kids choose their base.

The main base is placed in the center and the kids may place the sub-bases.

The instructor brings the game to playroom or play area.

STEP 2

STEP 1

WHEN THE ROULETTE IS SPUN AND PLACED ON “CHALLENGE” ONE OF THE FOLLOWING CARDS MUST BE DRAWN...

CARDS - "CHALLENGE"

Understanding space with a set base to recognize inmediate context

Collaboration asa learning tool

The abstraction of a "tent or house"

CHALLENGE - "SHELTER"

PLAY TO LEARN

Body becomes an extension or tool of gameplay

Parts of the game may be used in daily routines of set classroom

The abstraction of a "dragon"

BUILD SOMEHTING THAT "CRAWLS"

SCALE 1:5

ROUGH MODEL

In this video we can see the process and union of elements part of the game. The idea sustains creativity and adaptability.

VIDEO

Maps

Pau

Mahusa

For us it is important that each child can create their own world and find themselves in it.

ka!

LETS PLAY!