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Roundtable II
Coord.: A. Swan
3028 SPICE: Play in English. A Child Centred Extracurricular Play Project
Andrew Swan – Brazil ( contato@spicekids.com.br )
SPICE is a private play based project, based in São Paulo, Brazil (a registered
Brincoteca). The focus of SPICE is to offer play-based extra-
-curricular activities for children, primarily in the acquisition of English
as a second language. In Brazilian urban centres the demand for private
education is increasing, and unlike other parts of the World, schools,
both public (in response to space limitations) and private (for increased
business) offer either morning, or afternoon programmes. This has
led to a demand for extra-curricular activities especially in the private
sector. Out-of-school care is not traditionally common here. Parents
regularly choose activities that are academically focused and adult led.
SPICE aims to challenge this as both a business and a model of good
practice. Using the play process we encourage and facilitate a range of
child-centred, free play and cultural activities for children aged 3 to 12.
The Indoor and outdoor space is a sustainable design in consultation
with children and play professionals.
3025 Toy libraries and schools: play and games in class in French-speaking Belgium. Situation and specificities.
Michel Van Langendonckt – Belgium ( ninavlg@hotmail.com )
The goal of this communication is formulating hypotheses about the role
and place given to play and games in the classes of the Belgian French
Community (F.C). It is meant to compare the legal framework with the
teaching practices.The study is based on the official texts and programmes
and on the different elements of surveys made between 2004 and
2011 by toy-librarians in the F.C. and some Brussels teachers concerning
the objectives, equipment, and coaching of games in class, at school and
in toy libraries. This research was conducted under the care of the LuCI-
FER*, recently built (2010), fruit of the collaboration between the pedagogical
part of the Haute Ecole de Bruxelles (HEB) , the Association of the
F.C. toy libraries (LUDO) and the Laboratory of Research in mathematics
and social sciences of the Université Libre de Bruxelles (ULB-Matsch).
This research was also made with the cooperation of the toy library sector
of the French-speaking Ministery of Culture of The Brussels Capital
Region (COCOF). The freedom of initiative, organisation and teaching
methods in the educational system is one of the founding pillars of the
Belgian State. The official programme of the FC, which is notably remarkable
about the importance given to games in kindergartens (Brougère,
1997,2005) actually concerns less than 10 % of the toddlers school
population (likewise at primary school), mainly registered in free (40%)
and subsidized official schools(50 % communes and provinces) (CRISP,
2003; F.C., 2010). This freedom in the Belgian schoolsystem widely explains
why it is the most non-egalitarian one among all the countries of
the OCDE (Pisa surveys 2000-2009), but on the other hand, it offers an
interesting laboratory of innovating teaching techniques, and it is so diversified
that it is hardly possible to make a synthesis of it. In this survey,
a few examples of pilot studies of games in kindergartens (3-6), primary
school (6-12) and secondary schools will be reviewed. According to the
missions-decree (F.C., 1997), each of the countless school managements
have to publish their educational and pedagogical project, and their lessons
schedule. The FC checks their adequacy with the mastering of the
competence bases which must be common at 12 and 18, end of school
obligation in Belgium. Games seem not to take less importance in the
French -speaking community than in Flanders but overall the bases and
most programmes are shorter and less precise in the F.C. (Hirtt, 2008).
The importance of games varies from central in the pedagogical and sometimes
educational project for a limited number of children (registered
in schools ruled by the F.C. or more often in small non-confessional or
private schools, believing in the new-school concept), to simple formal
mention, which is too vague to be efficient (schools of Brussels City,
and even more in free confessionnal and private schools). Moreover
the place given to games diminishes drastically at primary school. The
quality and frequency of the links between schools and
toy libraries also varies, as well as the origin and goals
of toy libraries. Globally, the educational project comes
ahead, before recreation except in socially and culturally
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