Role play is one of the key factors that help children with their personal, social, and emotional development. It creates an opportunity for collaboration, negotiation, and storytelling. When you plan for play, you don’t really know what will happen. That is the most magical part of our work!

Open Ended Play

If your goal is to ignite open ended role play opportunities for children we suggest you consider these three key factors; environment, independence, and planting seeds.

Environment
Make sure that the children have space that can be transformed easily and they are able to move around in. Having access to open ended resources helps children realize their vision and most of the resources are accessible to you already. You can use pillows, tables, chairs, dens, blankets, and costumes to name but few. Food containers from the kitchen or leftover materials from crafting can also be a great source of inspiration. You can mix different kinds of resources depending on what the children show interest in. Your main focus should be on providing open ended resources that can evolve with the play.

Independence
Observing open ended role play is both fascinating and exciting. Children’s imaginations will create something so inspiring that it can be difficult not to take control and join in! Try to keep your distance and allow the children to develop their own fairy tales and characters. If they invite you to join in you should do so, but on their terms. Allow them to stay in character and lead the experience even if you have to be the cat meowing the whole time!

Plant Seeds
Role play is only limited to children’s imaginations and their ability to realize their vision. In this regard, good storytelling skills are a key factor. Reading books and discussing different topics, like Vikings, fairies, historical characters, and animals, can be a great resource for inspiration. A good way to help children develop their storytelling skills even further is to play word games and collaborate on making up stories. You can, for example, join the children in a circle on the floor and make up stories together. The first person provides scenery and the second person the first character. Everyone will add to the story and it will evolve as the children create it. You can also encourage them to create their own theatrical plays around the stories and that way plant seeds for future imaginary play.

With the help of basic storytelling skills, open ended role play can become a process that evolves over long periods of time. Observation is needed but keeping your distance gives the children more room for independence while it gives you time to prepare other important learning opportunities.

…..explores, imagines and creates!

We just got back from the fantastic Nursery World show where The Organic Child was presented for the first time.
It is a beautiful group of like minded people that all believe in children, open ended play, creativity and minimizing intervention during early development.

Our stand ended up being a magnet for children of all ages. Sound child’s musicians kept our spirits up by keeping the music making of young visitors on beat and Dragon’s wood inspired small visitors to hide, play an enjoy while trying on some fafu awesomeness!

We are left inspired by passionate people that dream for a better world for children.

Thank you all who came by and told us your story. Lets keep on doing better and trying harder!

More information on Organic child’s website!

One of the most important thing you can do for your child’s early development is preparing it for literacy. Reading and writing your own language and understanding others are important skills for all future learning.

The beautiful thing about children, and all humans, is that we are all different. We think, learn and communicate differently. Some children learn how to read very easily while others struggle for years to master this important skill.

Being dyslexic does NOT mean that you are unable to learn how to read, it only means that your brain will need a different set of tools to master the skill. It also means that you might have other more developed skills that become useful in visualized problem solving, organizing and communicating. Those are all very important skills even though they’re not graded on your report card.

So! Here are some ideas for language based games that you can enjoy with your child in the car, at the dinner table, while getting ready for bed or any other time. Stay creative and start as soon as possible. All language based stimuli will help your child form important connection for reading later on, especially children that show early signs of dyslexia.

1. Play “I spot” and describe what you see and ask the child what that kind of object would be called. Try to find words that have more than one synonym so that you can add them to the conversation and widen your child’s vocabulary. Try also to think of something that changes in more quantities. You can for example say “I spot something green and brown that grows tall” if the child recognizes it as “tree” you can add “that is correct. But if I spot hundreds of trees then it would be called…?” and the child will respond “a forest!” and then you can respond with something like “that is also correct. You are so clever! Sometimes we also have a different name for a forest and then we might talk about going to the woods”. You can also make this game more magical by adding things that your child is interested in or spicing it up with fairytale creatures and say “what do you think the elves would say? Do they live in a forest or in the woods?”.

2. Buy a dictionary. Children love to provoke response with words (why do you think they pick swearing words up so easily?). Browse through it with your child and see if you can find something unusual that spikes interest. When you have found something interesting and unusual you should read out the definition and then try building sentences with your child. Then your child can have fun with it and ask family and friends what they think it means. Some children might prefer and benefit better from drawing a picture of what the word means. The drawing can also be used in the guessing game and the child can ask people what word they think she was thinking about when she drew it. To add spelling to the mix it might be helpful to write the word on the back of the drawing so that the child can give clues like what the first letter is, how many letters the word has and etc. The child will learn through guiding others and spelling that word will be easier.

Have fun and enjoy language!

Adalthing inspires learning according to the Reggio Emilia philosophy and seems to follow it conscientiously. I have been there a few times and it doesn’t really matter if you know a lot about Reggio Emilia or not, you will immediately feel the easy going flow of play and respect for the individual child. What impresses me the most about Adalthing is that the environment seems to be designed and organized from children’s perspective and not the adult world. They choose their activities during morning meetings and organize their day with the help of their teachers. The day is organized using visual aids (similar to PECS) so that information is always available to every child at her eye level. They can access information on what teacher is available to them and see the other children that have chosen the same activity. They can also see if the group is going outside after lunch or not or doing something else. The thing about this system that impresses me the most is the value of respect that a small mind is shown. Children are often subject to adult planning and thinking, a situation that can hinder cognitive development. And if you think about it some more – would you like to do what others tell you all day every day and not even know how the day will evolve?

We had the opportunity to visit their black light room yesterday – a place that inspires children of all ages. Who wouldn’t like to have one of those at home?

I have known for some time (through reading countless articles and books) that allowing children to experience all stages of imaginative play will enhance their ability to visualize numbers and calculate later in life. Studies show that children who leave the nursery environment early (before 5) to participate in formal education show less ability in advanced math later on because they often lack the ability to visualize numbers. That is why imaginative play can never be underestimated as entertainment and should be acknowledged as a vital part of cognitive development.

Back to my moment!

I am not a trained teacher but during homework time I pretend to know what I am doing. I do pretty well in my assistance in most topics, excluding math entirely. I have never had any trouble understanding it and it astonishes me that my children refuse to understand my logic of patterns and simplifying methods. It sometimes feels like I am explaining yellow to a blind person and all those fun hours of homework make me extremely grateful for my children´s math teachers.

After a long day of work, school and a 2 hour disco at my children’s school we returned home at 8 PM to realize that my 7 year old had 2 pages of math to finish before bed. I love those defeated moments of parenthood!

He had 32 calculations on subtraction and they were also high numbers. He started by telling me that he had never done similar lessons at school. I tried my best to explain and drew hundreds of apples so that he could imagine to give his sister some of them and cross them out. It worked well until he was suppose to draw the apples. He prepared for submission and frowned and I sat on the other end of the table and read the paper and told him to keep trying. After about 10 minutes he started asking me if I agreed with his answers and to my amazement he seemed to have mastered visualized calculations. It was so surprising that I started looking for the hidden calculator. I gave him about 20 calculations on the spot and he answered about 80% right within about 3-5 sec.

It was a moment of glory if there ever was one. He laughed so hard that he could barely breathe and was as amazed as I was.

Then we started talking about what just happened and I asked him countless questions on what he was thinking, how it worked and felt and what made him find this path to understanding. He had no answers. He just told me that his “brain did it” and the only thing he was thinking about was his favorite video game and how the main character has two identities and becomes invincible when he needs to. And then he told me that he just tilted his head like the character does when he needs to solve a problem and then the brain just started making sense of the math.

How mind blowing is that?!?! And it is not about the video game being so genius – it is all about him allowing his brain to enter the world of imagination where he has highly developed tools for problem solving.

He fell a sleep worried about this new ability evaporating during the night because he couldn’t believe that he could stay that clever!

I’m still awake, amazed and grateful for the opportunity to share this moment with him. Life is pretty awesome.

Colorful objects have always proven liable to catch a child’s eye and natural curiosity to explore. It is also acknowledged that colours can evoke intellectual associations and different emotional stimulations and generally are important for our comfort and wellbeing throughout the day. Beside from this, we also believe that colours are a vital aspect in the surrounding settings of creative play.

For these reasons, we choose each colour we use with care and consideration.

The colour palette we bring into play consist of both light and slightly toned down earthly colours. The colours are meant to give our products a calm and relieved appearance, yet strong enough to catch children’s curiosity and light up their lust to play. Because the colours we use are not over hectic and busy, children are more likely to stay focused on the play itself and use their creativity to develop it.  This gives a longer, more continuous and narrative play in a fully natural way.

We believe that considerations such as these  are essential, so that the colour we use can go hand in hand with our FAFU philosophy and thus help to strengthen our designs.

THEO from the FIKRA product line

This is THEO. He will arrive in the fall of 2011. His favorite activites are going to the theater and role playing. This is his prototype, but he will be available with several accessories, such as grass, fire, and ocean.

THEO will be made from organic fair trade cotton. The spots that look like stars are snap fasteners so you can use your POPPY capes for added effect. The sun you see on the picture is actually a bag made out of a POPPY blanket.

KEEPY from the FIKRA line.

This is KEEPY. He can keep your FIKRA costumes while you are not using them. He can also be used as a ship, crib, wagon, or whatever you can think of.  Some say that if you crawl inside it you become invisible. You need to try it to find out if it’s true.

KEEPY is made from felted wool by some very talented Nepalese women. We make him by order, so you can choose your favorite colours for him, but will have to wait for a couple of weeks before you can get to know his magical powers.

We are working on more products and will update you on their progress as soon as we have their prototypes ready. So stay tuned folks!

Thorunn & Hulda

We believe that a hat is not just some thing that we put on our heads for the purpose of keeping us warm and dry. We believe that a hat is something far more than that. Because we wear it on our head, a hat is far better than any other piece of clothing to create both an attitude and an image at the same. A hat spreads out a certain atmosphere or aura over the wearer’s persona so that the two almost seems to melt together as one. All its particular qualities and characteristics function as a way to show what the wearer thinks of him/herself and how he or he wants to be perceived by others. Just think of a cowboy – it is pretty darn hard to do so without seeing him wearing his trademark hat. Because of the hats symbolic values, it becomes easy to slip into the role of the character we want to be. As someone once said: „Whatever is worn on the head is a sign of what a person would like to be. Hats are a passport to another world.“

Just like all our other hats, EARY draws sincerely on all these mentioned aspects. With its outstanding ears children will link the hat to an animal immediately, and see the hat as an item to enrich their play – which is exactly what EARY first and foremost is made for. EARY is designed so that children can instantly  jump into the world of imaginary role-playing by using the hat as the access pass to become the animal they like to pretend to be.

Furthermore, EARY can also be played with as a puppet – just stick a hand inside it and your hat will transform into a dog, dinosaur, parrot or whatever you come up with. This feature makes EARY great for parents or adults in kindergartens when reading adventurous stories aloud. With its “handles” on the sides, EARY can also be used as a fine purse or bag. It comes in three different vibrant colors and is made of very soft felted wool.  For more images of EARY click here.

These aspects make Handy ideal for any family home or kindergartens. Handy is also suitable as a fun element in gymnastics in either schools or organizations. The teacher or trainer names an animal and the children interpret its movements. This way of exercising is fun for the children because in all its essence, it is based on the children’s own premises. Because of this, we also believe that with Handy, it is easier to keep children’s focus and attention, simply because they are having fun.

Handy is  part of FAFUs newest line of products. It is a fair trade product made of 100% organic, soft wool. You can choose between a broad variety of colors and two different sizes for hands and feet.

Please visit us on Facebook to see more images of Handy. Remember to stay updated, as there are many other  exiting items on the  way.

We all know that buttoning can be challengingfor children and that it takes practice and usually a helping hand from adults. Maybe this is because they tend to not have the slightest concerned about how they look or how things are done.  They just want all such practical stuff to be over in a flash and run outside and play. So naturally, they are not paying much attention to what we are trying to show them which leaves us with the impression that it is a super-boring matter for them. Which it probably is… :-)

With Poppy however, children can now learn buttoning on their own premises: through play and in a fun way and without the helping if not overshadowing hands of an adult. Like all of our products, Poppy’s design is intended for creative and imaginative play and we anticipate this potential to gradually unfold.  By experimenting with different ways to use Poppy children are also experimenting with how buttoning works. They might start off making simple capes or skirts but as they experiment they will add more and more complex structures to these – hoods, pockets or arms and leg holes. Whatever they can come up with, can be tried out! It is even possible to snap one Poppy together with another and make even more fanciful design.

Poppy comes in many different colors which you can see in our online store.