Play and arts inclusive opportunities in 0-3. A case study in the municipal nursery schools of Vitoria-Gasteiz

Abstract

A case study is presented whose main objective has been to reveal the key elements for the creation and implementation of play and artistic experimentation proposals that, based on the original idea of Ruíz de Velasco y Abad's “play installations”, the educational centers of the Municipal Infant School Network of Vitoria-Gasteiz have been carrying out for more than 10 years. The results, obtained through deep interviews with the schools' educators and categorized with NVivo Release software, show the characteristics for the design and implementation of these facilities; they help to define the roles that teachers must assume in the different moments, including the evaluation of what happened; and, finally, they address the communication process that is carried out with the families. The conclusions highlight that teachers promote, by offering these contexts of objects and/or materials presented in an aesthetic way, an active participation of students through pre-symbolic and symbolic play, but also through sensory and plastic exploration. Whenever their design and implementation are adequate, these proposals are respectful of the rhythms and interests of each participant by allowing them to be in the space and in the action for as long as they wish, freely and without the pressure of achieving a final product. They are, therefore, valid initiatives to develop inclusive education in early childhood classrooms.