Resan till landet längesen, a book written by Elsa Beskow

Resan till landet längesen, a book written by Elsa Beskow
I introduced the book for the children in a smaller group of 12 children age four.
During the first assembly we read the first page of the book. I had two small figures
with me that symbolized the two head characters from the book, the boy Kaj and the
girl Kajsa. I told the children we were going out in the woods and maybe we all could
help to search for the children’s dragon and home in the woods. Since the nursery is
situated by the woods we all went out to search for the place. We found it…
Right there in the deepest of woods was the dragon and the children’s house. The
first time we visit the place from the story we stayed and played and helped to build
on the house. It was a magical moment and the children were swept away by all the
fantasy that was built around the story.
The second time we read the book we spoke about the dragon that it normally could
fly but unfortunely had lost one of its wings so the children had to search together in
the woods. Still we just read the first and the second page of the book. This time I
introduced the door of advetures. Before we could enter the children received a letter
from Kaj and Kajsa with a task to solve. Find the dragons wings. They would have to
cooperate. To enter you need to say the verse, mira, mara, morra 3 times, while you
are holding hands.
The characters (kaj and kajsa) have been with the children throughout the project
and other characters have been introduced alongside the story. The emphasis has
been to encourage each child to individual improve and have self-confidence to
express them self in front of others. And to cooperate with others so they can solve
tasks.
When you work with a theme is it important to give the children the chance to
incorporate many different subjects not just drama. Children learn differently so we
have been painting, the children made a dragon together. Be been talking about
dragons how they look. We have used “memory game cards” that pictures different
dragons with different feelings and colour’s, spoken about the different feelings in
comparison to fictive humans, happy, angry etc. In the woods they have received
letters with different activities, mostly to solve together but also to one by one. Since
different characters have been in the story, we have waited before we introduced
them; there’s been for example letters from the Troll-king, to build up expectations
and some curiosity before they met him. We have made a jigsaw from the book and
memory game cards. The children have learnt different playground games in order to
learn rules, to understand rules.
The story has been read slowly so each page can be talked about. To make the story
more alive they met the princes from the book. I pretended to be her and cried…as
she does in the story because her prince had been captured and she didn’t know
how to rescue him? Maybe the children could?
They bet the king of the trolls in the woods
We have made props in a simple way so the children could act the story. They have
together told the story and it has been different endings. We have used other
materials as well, the children have been familiar with these items and now and then
they appear in different situations.
To finish of this theme the children will enter the magical world again. Drama
adventures will be played in the woods. The children will be led through the wood by
the characters Kaj and Kajsa (and a pedagogue) they will have to rescue the prince
and in order to do so many different tasks have to be solved. So the activities the
children have done before have been preparing them for the final adventure. But of
course new things have been added. This will be performed in small groups of 7
children. They will have to cooperate but also be in charge of some things as
individuals.
My aim is to film the children when they play the story from the book as they
remember it. It’s important that the children’s fantasy is in focus and that they can
decide how they like it to end and that stories can have many endings. Questions
have been asked how the prince really was caught. And if you ask them they will
have many different answers. The book has not been fully read and that has never
been the intention.
’
The characters
Kaj and Kajsa has
been with us through
out the theme.
Language and learning are inseparably linked together, as are language and the development of a personal
identity. The preschool should put great emphasis on stimulating each child’s language development, and
encourage and take advantage of the child’s curiosity and interest in the written language. Children with a
foreign background who develop their mother tongue create better opportunities for learning Swedish, and
developing their knowledge in other areas. The Education Act stipulate that the preschool should help to
ensure that children with a mother tongue other than Swedish, receive the opportunity to develop both their
Swedish language and their mother tongue. Lpfö 98 | 6
We have been talking about
different feelings. When the
children met the Princes she was
sad, because her Prince had been
taken to a castle and been locked in
to die.
We asked the children if they had
been sad. How does it feel? How do
you look if you are sad? What can
you do if someone is sad?
The preschool should encourage and strengthen the child’s compassion and empathy for the situations of
others. Preschool should be characterised by care for the individual’s well-being and development. No child in
the preschool should be subjected to discrimination due to gender, ethnic group, religion or other faith, sexual
orientation of a family member or functional impairment, or be subjected to other degrading treatment.
Preschool should aim to develop the child’s sense of empathy and concern for others, as well as an openness
and respect for differences in people’s views and ways of life. The child’s need to reflect on and share their
thoughts with others in various ways about questions of life should be supported. Lpfö-98 page 3.
Play is important for the child’s development and learning. Conscious use of play to promote the development
and learning of each individual child should always be present in preschool activities. Play and enjoyment in
learning in all its various forms stimulate the imagination, insight, communication and the ability to think
symbolically, as well as the ability to co-operate and solve problems. Through creative and gestalt play, the
child is given opportunities to express and work through his or her experiences and feelings. Lpfö-98 page 6.
We met the Troll-King today. We tried to snatch the
key from him so we could rescue the prince… but better
luck next time. We need to learn and practice how to
sneak so we can take the key from him. Does it sound
more to sneak on snow than it does to sneak on sticks?
In the afternoon did we skype with England.
We are sneaking on different
material. What makes the most
noise?
In the end we succeeded to take the key…
A memory game has been made from the book. So we not only can read the book but also
talk and play the book.
Our children have enjoyed to skype with you all. This time we spoke to Iceland.
Finally the children were able to
rescue the Prince who was locked in
the castle. Golden crowns were
leading them to the castle along the
path in the woods.
Dags att rädda prinsen!