from a childs perspective

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Lars Kjær Larsen and Mette N. Christensen Jelling september 11^th, 2018

UNESCO World Heritage

from a childs perspective

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We are..

10. september 2018 side 3

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Program

• Examples from our UNESCO Project:

”World Heritage from a childs perspective”

• The underlaying didactic project idea

• Some reflections on project results so far

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10. september 2018 We are here side 5

The museum Kongernes Jelling

UNESCO World Heritage Jelling

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Photo : Mette N. Christensen

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What is ”learning history”

for a 3-9 year old?

How can we ensure the appreciation of the

children's perspective - learning through the body and the senses?

What should be in focus?

What is the potential of cooperation between kindergarden, preschool and museums?

3-9 year old children learning about history and cultural

heritage

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A playful approach to learning

Photo : Mette Nørregaard Christensen

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Photo: Mette Nørregaard Christensen

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10. september 2018 Photo: Brian Salomonsen side 11

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Project cooperation between….

• UNESCO site Kongernes Jelling and

• UNESCO site Christiansfeld

• preschool teachers education -students (UCL)

• kindergartens and schools, preschool teachers and teachers

• HistoryLab

• Museum educators from two UNESCO sites

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Photo : Lars Sørensen, Red Monkey

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Embodiment theory

(Fredens, K. 2018)

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10. september 2018 Photo:Mette Nørregaard Christensen side 16

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A modern runestone outside the museum Kongernes Jelling

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The didactic idea

But, -how do we ensure coherence between playful learning through body and senses and learning about history and culture?

…..and….

How can teachers and preschool teachers find ways to frame children's museum experiences even

though they are not museum professionals themselves?

We used the model

“Before-During-After”

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Photo: Hanne Henningsen, Grangård

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Photo: Hanne Henningsen, Grangård

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Generic learning outcomes

– a broad definition of learning

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Conclusions and our good experiences

• Children 5-9 yrs. old learn through mind, body and senses –embodiment theory

• The UNESCOsites are great potentials for playfull learning

• “Before-During-After” is a valuable didactic model

• It is a good idea to involve museum professionals and preschool teachers/teachers in cooperation

• The GLOmodel can be used to ensure a broad perspective on learning and evaluation

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• https://drive.google.com/file/d/1l3gbstDVMLCpWd-HUQCclUixCP2Vw2oQ/view?usp=sharing

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References

Austring, B.D. (red.). Det blev en sommerfugl. Inspiration til dagtilbudsbørns møde med kunst, kultur og kulturarv. https://slks.dk/publikationer/det-blev-en-sommerfugl/

Christensen, M.N. and L.K. Larsen. Rend og Hop på Jellingmonumenterne. Matematiklege til legesyge børn og voksne. http://historielab.dk/til-undervisningen/udgivelser/rend-og-hop-paa- jellingmonumenterne/

Fredens, K. (2018) Læring med kroppen forrest. 1. udgave, Hans Reitzels Forlag, København

GLO, Generic Learning Outcome

http://www.artscouncil.org.uk/measuring-outcomes/generic-learning-outcomes http://www.artscouncil.org.uk/defining-learning

P4-Trekanten. P-4 Morgen sept. 6^th 2018. Radio about the UNESCO conference in Jelling Thorhauge, S. and M.N. Christensen. KULT-Rapporten. Følgeforskningens resultater og

undersøgelser. http://historielab.dk/om-centret/projekter/kult/#wp_lightbox_prettyPhoto/0/