body and mind
project example:
Monsters / At the beginning of the year in the 3 and 4 year olds’ classroom, physical games develop that tread the fine line between danger and safety. Cardboard boxes hide ‘tigers’; monsters are drawn and animated; invented games cross language differences and connect children’s intuitive play with long term enquiry. What is the dark? What are monsters? Can they be good? Are they like us?
project example:
Movement & stillness in the forest and nursery / a short film (7 mins) showing how children’s physical research and ways of learning through the body can generate a research focus for educators too. How do children move in the forest? When do they become still? Is this different from nursery? What could be new cross-overs?
