almost painful to read that professionals and adults in institutions are having trouble with the word play. In my understanding play is a state of consciousness as well as a mode of operating with concepts. I'm much more versed in Flow as a state of consciousness and while Flow should be sought after (with its precondition to have perceived autonomy) play needs to be utilized and re-understood.
Thank you for writing about these topics, have you connected with frans ørsted about this? he's over in denmark not too far from sweden.
Oh interesting what’s that? The event. Yeah shame concepts like Montessori never hit mainstream education. We’re in deep need for innovation on that front too
Personally not a big fan of how Montessori has been translated in most modern education system (early years and schools) as it's seldom the concepts but the methods - which were developed for the specific needs of specific children a century ago. So I have worked in a Montessori setting once, for a short time, but could not get along with the hierarchies and specific use of materials. I have encountered Montessori inspired spaces that have been inspired by the theory rather than following the methods - and I have enjoyed these spaces much more.
In the end I think I admire what Malaguzzi did - take inspiration from many methods, theorists and research which could be beyond the pedagogical - to piece together something meaningful and relevant and continuously evolving... and this is what has inspired my Original Learning Approach - where I research playwork, play, learning, neuroscience (my husband is a neuroscientist so that helps) pedagogy and more through multiple lenses including uncolonising, indigenising and feminist, and also visit education settings around the world to gain an understanding of beyond eurocentric teaching and concepts of childhood, play, learning and teaching.
I think there is a need to de/uncolonise the education system and to fully understand the danger of the single story approach.
I think maybe the painful problem is that the word play has been institutionalised, children have been tamed and curiosity held on a tight leash???
Maybe it is the "wild" or untamed child that feels flow... or a child (human) in flow that feels their true nature/wildness?
I remember when I read the book Herrarna satte oss hit by Elin Anna Labba (The men moved us here) that there was a sense, that when the Sámi were forcibly moved with the reindeer, that there was a need to tame the animals to keep them safe, because the generations of knowledge of the land and connection with the land was lost. They had to start from scratch - the animals and the Sámi. There was no-one to teach the other (human and more than human)
I think there is an essence of this within childhood today- they are corralled into schools grouped by age (rather than mixed ages scaffolding each other) and where knowledge is no longer a collective source but a highly individualised product that requires levels of secrecy and initiation rights to be allowed access.
The individualisation and hurriedness (stress) means we have lost connection with the play landscape - the adults teaching now are several generations of being further and further away from knowing what autonomy and uninterrupted flow actually feels like.
Thanks for the Ørsted tip... I will be checking out their work some more.
I will actually be in Denmark later this month at a play network day...!!
Thank you for your thoughts about play, systems, intrinsic motivation, choice, autonomy and flow!
Words carry an energy, systems carry a script and children carry the key to opening us to the "such or isness" of all experiences. Children are motivated to dance with "all that is" and we can learn to do the same- if we choice it.
almost painful to read that professionals and adults in institutions are having trouble with the word play. In my understanding play is a state of consciousness as well as a mode of operating with concepts. I'm much more versed in Flow as a state of consciousness and while Flow should be sought after (with its precondition to have perceived autonomy) play needs to be utilized and re-understood.
Thank you for writing about these topics, have you connected with frans ørsted about this? he's over in denmark not too far from sweden.
Oh interesting what’s that? The event. Yeah shame concepts like Montessori never hit mainstream education. We’re in deep need for innovation on that front too
Network Day in the 'Network for Practice-Based Research in Play and Playfulness
Event by Helle Marie Skovbjerg
Wed, Oct 1, 2025, 9:30 AM - 3:00 PM
Humletorvet 3, København, Region Hovedstaden, DK, 1799
Event link
https://lnkd.in/digV9y38
here is the event above...
Personally not a big fan of how Montessori has been translated in most modern education system (early years and schools) as it's seldom the concepts but the methods - which were developed for the specific needs of specific children a century ago. So I have worked in a Montessori setting once, for a short time, but could not get along with the hierarchies and specific use of materials. I have encountered Montessori inspired spaces that have been inspired by the theory rather than following the methods - and I have enjoyed these spaces much more.
In the end I think I admire what Malaguzzi did - take inspiration from many methods, theorists and research which could be beyond the pedagogical - to piece together something meaningful and relevant and continuously evolving... and this is what has inspired my Original Learning Approach - where I research playwork, play, learning, neuroscience (my husband is a neuroscientist so that helps) pedagogy and more through multiple lenses including uncolonising, indigenising and feminist, and also visit education settings around the world to gain an understanding of beyond eurocentric teaching and concepts of childhood, play, learning and teaching.
I think there is a need to de/uncolonise the education system and to fully understand the danger of the single story approach.
I think maybe the painful problem is that the word play has been institutionalised, children have been tamed and curiosity held on a tight leash???
Maybe it is the "wild" or untamed child that feels flow... or a child (human) in flow that feels their true nature/wildness?
I remember when I read the book Herrarna satte oss hit by Elin Anna Labba (The men moved us here) that there was a sense, that when the Sámi were forcibly moved with the reindeer, that there was a need to tame the animals to keep them safe, because the generations of knowledge of the land and connection with the land was lost. They had to start from scratch - the animals and the Sámi. There was no-one to teach the other (human and more than human)
I think there is an essence of this within childhood today- they are corralled into schools grouped by age (rather than mixed ages scaffolding each other) and where knowledge is no longer a collective source but a highly individualised product that requires levels of secrecy and initiation rights to be allowed access.
The individualisation and hurriedness (stress) means we have lost connection with the play landscape - the adults teaching now are several generations of being further and further away from knowing what autonomy and uninterrupted flow actually feels like.
Thanks for the Ørsted tip... I will be checking out their work some more.
I will actually be in Denmark later this month at a play network day...!!
Thank you for your thoughts about play, systems, intrinsic motivation, choice, autonomy and flow!
Words carry an energy, systems carry a script and children carry the key to opening us to the "such or isness" of all experiences. Children are motivated to dance with "all that is" and we can learn to do the same- if we choice it.