Objets and symbolic creation in the installations for play

Abstract

The work presented in this study is the result of an investigation carried out with a group of 2-3 year old girls and boys in a nursery school in Madrid, Spain. The context where the playful action is going to be located are the installations for play, an educational proposal conceived in the dialogue between the aesthetics of contemporary art and a psychopedagogical foundation based on spontaneous play. In the methodological approach used, the action-research model has been adopted following a sequence of cycles divided into four moments: planning, action, observation and reflection, favoring the participation of the educational community involved in the project. An attempt has been made to consider the relationship between objects and the symbols that childhood spontaneously performs with them in the educational field, a favorable means to come into contact with experiences that go beyond the home environment, helping to build identities and understand the meaning of the community more beyond the family space. In other words, the possibility of living these first experiences will be fundamental for the development of childhood in a quality bonding environment, in the well-being that allow the pleasant and shared experience of existing with others in a relationship of otherness built on through the playing.