Traditional toys and games as cornerstones of bridges of school cooperation in EU Erasmus Project

Project Title

Traditional toys and games as cornerstones of bridges of school cooperation in EU

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Intercultural/intergenerational education and (lifelong)learning; Cultural heritage/European Year of Cultural Heritage

Project Summary

Cultural heritage is an important factor in the development of an individual’s identity and sense of belonging to a nation. The European Commission declared 2018 to be the European Year of Cultural Heritage and thus recommended more intensive integration of cultural heritage content into schools in order for children to discover the richness and diversity of Europe’s cultural heritage. Our project, in accordance with the recommendation of the European Commission, addressed children’s games and ancestral toys as an element of the cultural heritage of each nation. It was created in partnership between Primary School OŠ Janka Kersnika Brdo from Slovenia and the Instituto Comprensivo Di Squillace from Italy. Teachers from both schools noted with concern the steady decline in the content of cultural heritage in the classroom and the decline in the number of pupils involved in school cultural activities. Both partner schools therefore wanted to emphasize the pedagogical value of cultural heritage and its importance in the development of interpersonal and intercultural competencies. In pupils, as the main target group of the project, we tried to raise awareness of cultural heritage in terms of ancestral children’s games and toys, and to instill in pupils a sense of respect for cultural heritage.
As part of the project, pupils collected information about children’s games and toys from their parents and grandparents and local associations using various research methods. At both partner schools, pupils presented the collected data about ancestral children’s games and toys to their classmates during the lesson, tested themselves in playing with ancestral toys and games, tried to make their own games and toys based on ancestral patterns and designed a school exhibition on the most typical games and toys from the local environment. Thus, right at the beginning of the project, an activity day was held: Games and toys of our parents and grandparents (October 11th, 2018), which took place in all classes of our school during the visit of teachers from Italy. Two joint international events were also held, namely at our school as a part of the Open day and the Fair entitled Old games and toys in (school year) 2018/2019 (November 24th, 2018) and the Christmas bazaar (old games and toys workshop; November 28th, 2019) in (school year) 2019/2020. With these two events, we highlighted the diversity and richness of Europe’s cultural heritage. Since these activities connected generations of different ages, the intergenerational cooperation and the preservation (and revival) of already forgotten ancestral games and toys were strengthened.
Collected children’s games and toys were also integrated into the life of the partner schools. For example, in our school, in the first year of the project, Fridays’ free time in extened stay department was spent on old games and toys. The Italian partner school dedicated the last half hour of lessons each day from 19 to 24 November 2018 to the old games and toys. In both schools, the floor games seen in school corridors are also the result of the project. In this way, we innovatively brought the cultural heritage closer to the pupils as a possibility of relaxation and achieved lasting sustainability of the project results in school. Pupils of both schools, who actively participated in the project, taught each other the making and rules of children’s games and toys, compared them, studied similarities and differences. Pupils also recorded some examples of playing games. The pupils upgraded their knowledge of cultural heritage with computer skills and promoted cultural heritage in the virtual world.
A questionnaire was also conducted on the practices of playing games by pupils, parents and grandparents in both schools (there were 723 completed questionnaires (IT: 442 and SLO: 281)). The questionnaire revealed that there have been quite a few changes in gaming and toy playing practices over 3 generations. Of course, today’s kids spend more time indoors playing with toys and games. Pupils mostly play with friends and siblings, while parents and grandparents played mostly with neighbors and siblings. The most popular outdoor games in childhood, both among pupils and parents and grandparents are or were hide-and-seek, football, basketball, cradle jumping, and so on. The most popular indoor games are or were cards, man doesn’t get angry, monopoly, chess, dominoes, and so on. There are big differences in how they got toys in childhood. Most children today get toys from parents, relatives, etc. While, the parents and especially the grandparents created the toys themselves. Many of them, however, were even without toys. It is therefore not surprising that when asked if they know how to make toys themselves, pupils answered NO in 2/3 and grandparents in YES 2/3. To the question Why did / do you like to play? they all answered because they like spending time with their friends.
The international dimension of the project has enabled teachers and pupils to discover the richness and diversity of Europe’s cultural heritage. As part of two exchanges, the pupils of the partner schools introduced each other to the games and toys of their ancestors, learned the rules of the games, and tried to make them according to the instructions of the older generations. Then, the pupils presented similarities as well as differences to their class mates and their families. By studying the toys, the pupils deepened their awareness of the diversity of Europe’s cultural heritage. Pupils were encouraged to be more willing and self-initiative for the international exchange of experiences. Thus, they began to learn about the educational opportunities offered to them by the EU. Also, the exchange pupils developed the ability to perform in a foreign language and in front of an international audience, overcome prejudices and strengthen cultural awareness. Participants strengthened intercultural dialogue, tolerance, respect for diversity and overcame stereotypes towards foreign (unknown) cultures. The understanding of the social, ethnic, cultural and linguistic diversity of the EU has improved.
With the project, the two schools became more aware that we were researching our own cultural heritage and therefore felt respect and belonging. We also raised awareness of the impact of cultural heritage on growing up, the development of interpersonal and social competencies, and the strengthening of cultural awareness. Moreover, we strengthened international cooperation. The European dimension of teacher training and cooperation has been strengthened. What is more, the teachers better understand the differences and similarities between the Slovenian and Italian education systems. The partner schools exchanged examples of good practice in integrating cultural heritage into teaching and school activities. Through international cooperation, they developed new teaching methods and strategies and increased the quality of educational activities at both schools. With this project, the schools will be systematically even more open in the long run for synergies with domestic and international organizations from various fields to modernize and strengthen their activities.

EU Grant (Eur)

Funding of the project from EU: 37611,2 Eur

Project Coordinator

OS Janka Kersnika Brdo & Country: SI

Project Partners

• Istituto Comprensivo Statale di Squillace