What is the main difference from kindergarten to elementary school? To this question, an educator can explain the beginning of the literacy process or discuss the more structured use of mathematical concepts. But children often have a very simple and objective answer to this transition: “Now we do not play anymore.” Or, in a slightly less pessimistic variation: “now we can only play at recess.”
In Lumiar it is not like that. All students – children’s and elementary – are invited to play and share the play spaces. A sharing that extrapolates the fun and becomes a moment of learning and exchange.
It is common to see elders helping minors in toys that pose challenges, but it is not uncommon to see younger children inspire older peers to have fun in a “little child’s play,” such as hide and seek, or to try for that motor flexibility proper to early childhood.
“We need to allow our children to be children and enable them to expand the repertoire of relationships that these experiences allow. Playing is a very rich opportunity for socio-emotional development”, says Vânia Grecco, director of Lumiar SP.
Vânia, who is also a psycho-pedagogue, explains that playing is a possibility of rescuing the childhood that allow, even adults, a significant reconstruction. “Even great people also need to allow themselves playing to rescue their inner child and deconstruct themselves to create and recreate”.
Play and research: learning model
In Lumiar methodology, all students are invited to investigate and play and all the spaces of the school are conducive to learning and fun.
“Our goal is for everyone to relate to each other. Small children also investigate, remain silent when needed, and play. The older ones follow the same logic “, synthesizes Graziela Miê, director of Lumiar Santo Antônio do Pinhal”. And all moments are learning moments. Playful moments, more serious moments, because life is like this … or it should be like this. “