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1.- Participation and involvement

Sometimes the results are not visible at first sight. For example, in this project, a great result is the involvement of so many people in the process (the children, the teaching staff, the guidance department and the school management team, the service staff, the families, the ANPA, the occupational therapy team, the education team of the UDC, local businesses, etc.).


2.- Reflection and ideas

In these months, all the people involved were reflecting, sharing and learning to see the spaces in a different way. Imagining other possible worlds is a fundamental learning exercise for our daily lives.

In this way, we generated many ideas about what can be done in the playgrounds.

Bosquejo Flecha hacia abajo

3.- Visibilisation of our process

We have worked with photographs and now the web. This allows all of us to be aware of the work of the rest of the team, but also to communicate our process, our concerns and our proposals for improvement to the rest of the world!

To better understand the photos of the process you need to know how we took them (see below).


In each classroom, the children worked in groups. First they reflected on one thing they liked to do in the playground and one thing they didn't like to do in the playground. Then, as "reporters", they went out into the playground to take pictures that represented what they had agreed on. When they came back, they explained why they had taken their photos.

The next day, they put the photos on the murals, explaining to the rest of the class what they had done.

Afterwards, they voted with the stickers on which elements "should be changed first". With all this information, the groups thought about how they could transform the playground. Their ideas were captured in drawings that were also hung on the mural and shared with the rest of the classmates and teachers


In each classroom, the children made an individual drawing about what they liked most and least to do in the playground.

Afterwards, we worked in groups to share each of the drawings and their meaning. As a group, they reflected and decided on what they were going to take a picture of what they liked and what they didn't like and went out into the playground as "reporters".

For the next day, they drew a group picture of how they would transform the playground, meaning what their ideal playground would look like. They explained the pictures taken the previous day and the collective drawing. Then, each group created a poster board on which they pasted the individual and collective drawings and photographs.

On the last day, each group's cards were placed on a mural and the children voted with stickers for the elements that "should be changed first".

Bosquejo Flecha hacia abajo
Bosquejo Flecha hacia abajo

Summary of priorities identified by children, teachers and families


After the analysis of the data and the member-check (checking by the participants), the proposed priorities for change were summarised. With all this information, several meetings were held and planning for the implementation of the changes started (see phase 3, steps 7 and 8)

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