(713) LEARNING AND PLAYING ENGAGING THE FIVE SENSES - LEARNING TOYS FROM IN-BETWEEN EDUCATION AND DESIGN

摘要

Modern learning approaches (Gamelli 2001, Edwards, Gandini, Forman 2014, Rodari 2014) rely on all five senses by bringing the tangible aspect of the world back in learning processes and using the sensory qualities and aesthetics of the objects around us to research the world sense with childs (Sternberg 2009). The importance of play for children’s wellbeing has been acknowledged by the UN Convention on the Rights of the Child since 1989. Playing and learning are fundamental related to each other and research findings are presenting data about schools that are working very efficient on this relationship (Grey 2015, IPA 2013) The paper will present some results of an interdisciplinary research which tries to define theoretical bases, fundamental criteria and practical aspects, through which artefacts for learning can be developed through a dialogue between the sciences of the education and the design sciences. It will also review the examples of such artefacts for learning: learning toys. The interdisciplinary research (www.eddes.unibz.it) was conducted by the University of Bolzano fitting researchers and students of the Faculty of Education together with researchers and students of the Faculty of Design and Arts. The collaboration has developed purposes to promote creative learning by designers and educators, and combine the best of the worlds of design and school education (Camuffo, Dalla Mura 2016, Weyland 2017). Such collaborative intersection of education and design allowed primary school students to develop "objects-for-learning" in dialogue with the findings of designers. The aim of the academic laboratory at the Faculty of Education was to envelope with students learning toys which can sustain open and diversified learning forms and stimulate exploration and creativity (Munari 1977, Craft 2005, De Bono 2015). The paper will involve a discussion on the interdisciplinary criteria that guided the laboratory and focus on the potential of planning objects-for-learning with the appropriate balance among various educational issues (Munari 1981, 1985, Connor 2014, Farnè 2016, Preece, Rogers, Sharp 2014, Norman 2013).