ORIGAMI IN KINDERGARTEN:POTENTIALITIES AND

METHODOLOGY

Alessandra Lamio

January 2011 – December 2012

Workshops of origami and fine motor skills in Milanin three kindergartens (3 to 5 years old kids),

especially with children in disadvantaged social conditions and/or with psychological and physical problems.

During some periods, I have been joined by a pedagogue, as external observer, who was gathering material for her master

thesis in clinical pedagogy, regarding the use of origami as therapeutic play

THE THEACHERS SAY:(before...)

“Origami? Our children are too young for this activity!!”

1. STRUCTURE OF THE WORKING GROUP

2. WORKING ENVIRONMENT

3. STRUCTURE OF THE LESSON

4. CHOICE OF ORIGAMI MODELS

5. IMPROVEMENTS

1. STRUCTURE OF THE WORKING GROUP

● 1 professional per 5/6 children (max 8)

● NO “GHETTO GROUP”

● Mixed groups regarding the gender, ethnicity, ability and

temperament

2. WORKING ENVIRONMENT

● A special classroom, preferably small and private

● Well lighted, heated, kid-sized

● Table (preferably round or hexagonal) and chairs arranged so as to

create a "circle work": AVOID THE LECTURE-STYLE

LESSONS!!

2. WORKING ENVIRONMENT

● A special classroom, preferably small and private

● Well lighted, heated, kid-sized

● Table (preferably round or hexagonal) and chairs arranged so as to

create a "circle work": AVOID THE LECTURE-STYLE

LESSONS!!

● Possibility to hang the finished works on the walls

3. STRUCTURE OF THE LESSON

Preparatory meeting:

5 minutes with the entire class, in the presence of the teachers, to introduce the operator and the activity.

3. STRUCTURE OF THE LESSON

A) Handing out paper and “SAY HALLO TO OUR SHEET”

B) “GYM OF HANDS”: recreational moment to develop fine motor skills and body awareness

3. STRUCTURE OF THE LESSON

A) Handing out paper and “SAY HALLO TO OUR SHEET”

B) “GYM OF HANDS”: recreational moment to develop fine motor skills and body awareness

C) “FOLDING”: teaching methods that change according to the educational aims or stimulating the free creativity

3. STRUCTURE OF THE LESSON

A) Handing out paper and “SAY HALLO TO OUR SHEET”

B) “GYM OF HANDS”: recreational moment to develop fine motor skills and body awareness

C) “FOLDING”: teaching methods that change according to the educational aims or stimulating the free creativity

D) "CUSTOMIZATION" of the model (name, drawing, colors ...)

3. STRUCTURE OF THE LESSON

A) Handing out paper and “SAY HALLO TO OUR SHEET”

B) “GYM OF HANDS”: recreational moment to develop fine motor skills and body awareness

C) “FOLDING”: teaching methods that change according to the educational aims or stimulating the free creativity

D) "CUSTOMIZATION" of the model (name, drawing, colors ...)

E) “CLOSURE OF THE LESSON”: photos, placement of origami models, tidy up the classroom....

3. STRUCTURE OF THE LESSON

Data collection

At the end of each workshop, brief moment when the operator reports on individual forms, specially prepared,

the observations acquired during the meeting.

3. STRUCTURE OF THE LESSON

Workshop with the entire class

In an advanced stage or as a conclusion of the course

4. CHOICE OF ORIGAMI MODELS

● Gradual increase of the level of complexity

● At the beginning, only mountain and valley folds and simple bases,

with few steps

● Iterations with variations

● Collaboration with the teachers for the selection of subjects, to

support the didactic path of the class

● Lessons dedicated to the enhancement of individual creativity

4. CHOICE OF ORIGAMI MODELS

How to find the origami models:● Websites of national associations of origami (CDO, OD, BOS...)

● Google: search “name + origami + easy + diagram”

● Many websites collecting diagrams:

es. Origami Club ( http://www.en.origami-club.com/ )

Origami-Instructions ( http://www.origami-instructions.com/ )

Nick Robinson's website

( http://www.nickrobinson.info/origami/diagrams.htm )

.....

5. IMPROVEMENTS

ORIGAMI

Oculomotor coordination

Fine motor skills

Instant gratification

Precision quality

Communicationsocialization

Creativity

Problem solving

Vocabulary building

MemoryObservation

capacity-patience-imitation-

concentration

Emotional sensitivity

Space-time orientation

“the connection between the hand and the brain and eye, I mean the ability to

manipulate objects, guided by the brain, under the control of the eyes, they are the basis of the evolution of man and his daily

life, but few activities develop it as much as the origami”

(cit.)

THE TEACHERS SAY:(...after)

● “The children attended very gladly, with enthusiasm, and they never gave up to participate”

● “It was an activity of immediate gratification that stimulated the subjects to more creativity and to a state of emotional tranquility, which in turn has led to a better concentration and a dilation of the waiting time”

● “All the children were endorsed and their efforts immediately rewarded”

● “The small group has created relaxation, openness and a greater imitation”; “It has created greater integration and enhancement of the individual child”

● “The move of the hands tells about the children, it makes them free to communicate, the hands speak of their being here. Origami enhances the person, discovers and rediscovers skills”

THE CHILDREN SAY: