NÜDEL KART™
  • Nüdel
    • Nüdel Kart
    • Nüdel Rover
    • Nüdel Kart Mini
    • Incursions
    • Donate a Nüdel
    • Information Pack Downloads
  • Who It's For
    • Primary School
    • Early Learning
    • International Development
    • Health
    • Occupational Therapists
  • About
    • About Us
    • Resources & Manuals
    • Documentary
    • Media
    • FAQ's
  • Contact

NÜDELLING

7 surpising benifits of Creativity

19/7/2022

0 Comments

 
Creativity is recognised by many as one of the worlds most in-demand skills and it’s value continues to rise.
Education experts around Australia regard creativity as a core competency required across all disciplines, including STEM. Teaching creativity is now critical for ensuring future success for students (and yes you read correctly, creativity can be taught! It's not just a gift for the few, but it's a skill that can be learnt by all)!

Not only is it benifital for future skills, being creative have some surprising benefits!

Being Creative Improves cognitive function

When we are creative we are thinking outside the box - which means we are activating different parts of our brain from the pathways we use day to day.

Research shows that participating in creative activities such as playing an instrument, colouring, or doing puzzles, improves cognitive function, and also delays cognitive impairments for older people.
Picture
Image credit: Unsplash - ALAN DE LA CRUZ 

Creativity makes us happier & Improves Wellbeing 

Spending time doing a creative tasks and seeing them completed releases dopamine in your brain! Dopamine is the chemical that makes you feel good!

A study found that doing something creative once a day leads to an overall more positive outlook, with the research showing greater levels in happiness by those who spent time being creative!

Research also found that when engaging in creative activities, the brain acts in similar ways to when it is engaging with mindfulness, yoga, and meditation. 
Picture
Image credit: Unsplash - Jason Leung 

REDUCES STRESS and Anxiety

In a recent study, students participated in a range of creative activities (such as drawing, painting, collaging, and clay modelling) before taking their school exams. The results showed a large decrease in stress & anxiety after being creative.
Picture
Image credit: Unsplash - Alejandro Piñero Amerio 

Creativity boosts selF-esteem 

Researchers found that spending just 45mins of doing something creative resulted in an improvement in a person's overall confidence (recorded a 73% increase). 
Picture
Image credit: Unsplash - Katya Ross 

MAKES YOU MORE SOCIAL

Being creative can lead to participating in creative group activities such as cooking classes, art workshops, bands, or classes - which increases social interaction with others!
Picture
Image credit: Unsplash - Vonecia Carswell 

Creativity builds resilience

Being creative is all about problem-solving and innovation - so this mindset reflects research findings that a person with higher levels of creativity is more resilient and prepared to achieve success in completing challenges.
Picture
Image credit: Unsplash - Delfino Barboza 

Kids who are creative PeRform better in school

Given all the benefits listed above, it makes sense that it would lead to a better overall performance in all aspects of life, including school.
Research found a positive relation between creative thinking and academic performance. Revealing that creative thinking influences academic performance through students’ self-esteem and resilience.
Picture
Image credit: Unsplash -Towfiqu Barbhuiya 

Intrested in learning more about creativity?

Written in collaboration with The University of South Australia. 
​
This manual is designed as a foundational look at creativity and provides expert knowledge on how to understand & teach creativity effectively and with confidence. The manual also includes additional printable teacher & student self reports.
Download our free Creativity Manual!
Picture
0 Comments

20 OF THE BEST Inspirational Quotes About Play Based Learning

18/7/2022

0 Comments

 
At Nüdel we are all about play as play is essential for a child's development!

In our reading, work & research we often come across inspirational quotes from leading educators, researchers and thinkers about play, learning, STEM, tinkering, maker spaces, and creativity. So we thought to share our top 20 that also inspire you to see how great play is!
​"Play builds brain pathways for thinking, creativity, flexibility, empathy, and many other lifelong skills"
- Heather Shumaker​

"Play is the highest form of research" - Albert Einstein

"Creativity is now as important in education as literacy" - Sir Ken Robinson

"A blank canvas is a playground for the imagination" - Marty Rubin

"Play is our brain's favourite way of learning" - Diane Ackerman
Picture
"To understand is to invent" - Jean Piaget 

"Play is not a break from learning. It is endless, delightful, deep, engaging, practical learning" - Vince Gowmon

"Nothing lights up a child's brain like play" - Dr Stuart Brown

"Teaching kids to count is fine - but teaching them what counts is best" - Bob Talbert

"It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them" - Leo F. Buscaglia ​
Picture
"Almost all creativity involves purposeful play" - Abraham Maslow

"The art of teaching is the art of assisting discovery" - Nicolas Manetta

"Those who do not think outside the box are easily contained" - Nicolas Manetta

"People tend to forget that play is serious" - David Hockney

"Children learn as the play. Most importantly, in play children learn how to learn" - O. Fred Donaldson
Picture
"Play is the royal road to childhood happiness and adult brilliance" - Joseph Chilton Pearce

"Children need the freedom and time to play. Play is not a luxury. Play is a necessity"
- Kay Redfield Jamison

"Those who play rarely become brittle in the face of stress or lose the healing capacity for humour"
- Dr Stuart Brown

"Undirected play allows children to learn how to work in groups, share, negotiate, resolve conflicts, and learn self-advocacy skills" - Winnie Wathu

"Education is not the learning of facts, but the training of the mind to think" - Albert Einstein


0 Comments

Parallel Learning

22/11/2021

0 Comments

 
Ever experienced that feeling of zen when working side by side with a colleague? Perhaps you’re working on the same project (maybe not), but there’s a definite sense of “achieving” and working together to reach similar results.  We could think about this as “parallel working” - working side by side, with limited interaction on possibly different levels, but still learning, achieving and mindful of each other.

When it comes to play and education, “parallel play” is considered a very normal and first step in a child’s development and fundamental when learning to play and interact with other children.

There’s a little bit of magic when it comes to playing side by side (with little interaction). Parallel play (in the early years) and parallel learning (for older children) plays an important role in developing social skills, learning boundaries and mindfulness.

As young children play alongside each other (not playing together), they are observing and listening to others - picking up on new words and language, their first social interactions, expressing themselves and learning to share (still hard for some adults!).

As children grow, this parallel play moves onto the next step and forms a basis when they start interacting with their peers - possibly working together, problem solving and co-operation.
As educator and influencer Gavin McCormack describes, 

Parallel learning is simply when two or more students are working side by side on different projects. Every so often they will chat, laugh or giggle. Each is busy on their own items of achievement, stopping once in a while to compliment each other. “I like your picture.” Or to discuss something random. These children are at different levels, on different topics but love each other’s company.

The beauty of this kind of learning is each student not only teaches and inspires the other but they learn so much more than any teacher or test could ever deliver.

Picture
Parallel learning can be an effective way of reaching many students at once - allowing richer and more immersive learning experiences, maximising participation and self-guided learning and fostering independence.

With its foundation in loose-parts play and STEM, Nüdel Kart products offer children the opportunity to play in parallel. The Rover (with 140 play pieces) and the original Nüdel Kart (with 340 play pieces) allows endless creative possibilities. Nüdel resources can be arranged for students to work independently yet side by side, enjoying the companionship and support of their peers.
​

The versatility of Nüdel Kart means that the pieces can be arranged in endless ways - unlocking creative play potential.  A classroom is always rich in different personalities, skills and interests. The Kart can be set up to enhance individual or parallel learning, where students can still inspire each other, but also develop independent thinking.  Bringing the group back together again to build on this is easy too - the dynamic nature of Nüdel Kart allows the environment to be set up to promote more group interaction.
To find out more about Nüdel Kart and the power of loose parts play, visit https://www.nudelkart.com/.
Picture
Sources:
McCormack, G. (2018) Parallel Learning in the Classroom https://gavinmccormack.com.au/parallel-learning-in-the-classroomin-the-average/
Ranae, Stage 4 - Parallel Play https://www.seriouslykids.com.au/about-parallel-play/ 
5 ways toddlers benefit from Parallel Play, https://www.healthline.com/health/parenting/parallel-play
0 Comments

Designing for Inclusive Play

17/5/2021

3 Comments

 
Picture
By Marcus Veerman, Founder Playground Ideas and co-creator of Nüdel Kart 
(References include the Playground Ideas “Inclusive” Manual and “Humanity and Inclusion” Organisation) 


I’ve been designing playgrounds for over a decade, and one of the biggest challenges is designing spaces that are all inclusive and truly all abilities. This means more than just simplistic solutions like wheelchair ramps, but truly creating spaces for all children to play and learn together in a safe environment that still challenges each and every person regardless of their ability both physically, cognitively, socially or otherwise.        
     
While they are often used interchangeably, “Inclusive Design” is different from “Handicapped-Accessible Designed”. The latter begins by looking at a child’s disability first and designing spaces to compensate for that challenge. While this perspective is often well-intentioned, it can result in playgrounds that are exclusively designed for children with limited abilities, (particularly physical), and in doing so can further ostracise children with disabilities from their peers. In addition, when design only seeks to compensate for disability to allow them to engage in “normal“ activity, it ignores children’s unique strengths and misses the opportunity to create a space that can encourage children to engage in challenging, even reasonably risky activities that build resilience, mastery, and a positive image of self. 
A good example of this type of thinking is children who have lagging skills that cannot be physically seen such as children on the spectrum. These children are not disabled in the traditional sense and in fact often have incredible strengths in certain areas, and we need to consider the whole of the child if we are going to design well. 

​So how do you ensure a play space is inclusive?        
Design that is inclusive begins by first looking at children’s strengths, instead of their disabilities being front of stage. All children have strengths and by taking into consideration the range of different strengths within a community, you’ll be better equipped to design a unique, engaging, safe, beautiful and of course, fun playground that brings children together, instead of dividing them by ability. By designing for inclusion, and beginning from a perspective of “strengths,” you can create play spaces that are designed with everyone in mind and that challenge and support children with a wide range of abilities. For example, a blind child’s strengths are their heightened sense of touch, hearing and smell. How could these senses be better used in a playground for both sighted and non-sighted children? 
​
Children of different ages have widely varying abilities. For example, a ladder or fire-person's pole that is used with ease by a 7 year old, may be a neck-breaking deathtrap to a toddler. So regardless of whether you have children with ‘disability’ in your community, all play spaces have to deal with children whose abilities are very different.

It is human instinct to try and categorise and differentiate. This can be helpful in some areas of our life, but when we categorise people by ability, it can lead to isolation and exclusion – and this can manifest as a bad playground design. A playground with a handicap-accessible slide and a regular slide conforms to a bias we have to categorise people of different abilities and separate them.  It is easier to build two slides than it is to think of a way to build a new form of slide that allows children of all abilities to play together on the same playground equipment. We want to look for new ways that children of different abilities can intersect with each other. When a feature has different challenges associated with it and a range of difficulty, children with different levels of ability will interact with it and each other.

​When designing for inclusive play, consider how you might create spaces of “intersection” on the playground. “Intersections” create opportunities for children of all abilities to interact and play together.

As a result of considering all of the above points, In 2018, I started to develop a new playground and learning concept called the Nüdel Kart. I felt like there was something missing and one of the key considerations in this journey was something that was truly all abilities as well as being non-gendered and open to children from any cultural background. 

From the very initial sketches, the Nüdel Kart design focused on children’s strengths and allowed them to be challenged and develop at their own pace. How? Well, when children are using a Nüdel Kart, quite simply they build the playground on the fly and they can experiment with different designs as they go, to create something that works with their strengths. If they try something and it doesn’t work then they can simply deconstruct it and start over, and through this process they are learning so many critical skills with their peers. Skills like empathy,  as you need to create a space that works for everyone if you want to keep playing with them, you also learn negotiation as different people desire different levels of risk or want different rules in the game. It is these foundational skills which we know are so important to navigating life towards success regardless of what area of life you choose to specialise in and what ever abilities you have.

In a nutshell, Nüdel Kart is a deconstructable, mobile play cart that can transform any space into a creative, loose parts, play space for 3-12 year olds.

​✓ STEM and 21st Century skills
✓ Self regulation and growth mindset
✓ Primary School and Early Learning
✓ Creative, unstructured play
✓ Playground equipment extension
✓ Indoor and outdoor
​✓​ Durable, kid-safe, versatile​
​✓​ First principles thinking



So in summary:
  • An inclusive play space is accessible. Its location and organisation should allow access by children, parents and community members with functional limitations. Accessibility is not just about physical barriers though and it should also address other barriers linked to psychology, gender, culture, socioeconomic status, communication, policies, facilities and financial resources. 
  • Inclusive play spaces have multiple levels of challenge, offering a growth of activity for everyone. Children with functional limitations should be challenged at their own level, not a level someone else has decided is appropriate for them.
  • Inclusive play spaces allow grouping of activities, (grouping together different types of activities with varying levels of challenge), inviting engagement between children of different abilities, encouraging them being in proximity to one another, building relationships and understanding.
  • Inclusive play spaces offer play activities that have been selected and laid out in such a way that children with various abilities can engage and benefit from play. 

Picture
3 Comments
<<Previous

    AuthorS

    OUR TEAM AT PLAYGROUNDIDEAS.ORG, A leading NGO on Play....
    ​

    Categories

    All
    21st Century Skills
    Collaboration
    Creative Play
    First Principles Thinking
    Group Skills
    Growth Mindset
    Inclusive Education
    Inclusive Play
    Loose Parts Play
    Playground Equipment
    Primary Curriculum
    Resilience
    Self Regulation Thru Play
    Socialisation

    RSS Feed

    Archives

    July 2022
    November 2021
    May 2021
    April 2021

    Picture
Picture
FAQ's / Safety / Terms of use and Warranty / Nüdel Kart Owners / Nüdelling blog
©2021 Nüdel Kart™ by Playground Ideas - An International NGO in AU. Reg. Des. 201911229 & 202112822
  • Nüdel
    • Nüdel Kart
    • Nüdel Rover
    • Nüdel Kart Mini
    • Incursions
    • Donate a Nüdel
    • Information Pack Downloads
  • Who It's For
    • Primary School
    • Early Learning
    • International Development
    • Health
    • Occupational Therapists
  • About
    • About Us
    • Resources & Manuals
    • Documentary
    • Media
    • FAQ's
  • Contact