I sidste uge deltog Institut for Børnekultur traditionen tro på KL’s Børn og Unge Topmøde. Vi glæder os over, at trivsel blandt børn og unge endelig fylder mere og mere, og at pædagogisk ledelse er i højsædet. For et andet fokus er en nødvendighed, da flere og flere og børn og unge har det svært og hverken trives i børnehaven, i skolen eller i fritiden. Det kalder på løsninger, som både styrker de brede og rummelige fællesskaber og sikrer engagerende tilbud til de børn og unge, som har behov for andre rammer og udfoldelsesmuligheder.
One of the things we noticed in the presentations and panel discussions at the Children and Youth Summit was the strong focus on the fact that the crisis of deprivation has many subtitles. Because it is about challenges such as loneliness, the pace of the times, the culture of perfection and the pressure to perform. Among many good points from the competent presentations, we would like to highlight the following:
Thomas Gyldal Petersen, chairman of KL's Children and Education Committee, believes that education and training can be a lever in a time of community crisis. We are curious to see how the government will take up the 10 proposals for greater well-being among children and young people that KL has just sent to the government.
According to psychologist Svend Brinkmann, society has become increasingly psychologised and individualised, with children and young people constantly having to optimise and relate to themselves. We welcome Svend Brinkmann's call for a higher level of educational thinking with a shared humanity, where children and young people can have 'a break from themselves'.
Lene Tanggaard, principal of the Design School in Kolding, calls for something similar when we want to create a strong primary school with engagement, curiosity and self-discovery as the basis for learning. We must create a school with pedagogical spaces with living practice and so-called learning forgetfulness, because when you are absorbed, great learning happens.
Her peger Institut for Børnekulturs erfaringer på kunst og kultur som ramme om og indhold i de præstationsfrie rum, hvor børn og unge kan blive opslugte i nuet, glemme alt om at skulle præstere eller passe ind i en bestemt jargon, og hvor de kan opleve og være en del af et ligeværdigt fællesskab med plads til forskellighed. Et rum, hvor også skolen har mod til at inspirere og give børn og unge mulighed for at kaste sig ud i at iværksætte lege, aktiviteter og projekter, uden at føle sig begrænset af, hvad andre mon tænker om dem – eller endnu værre: poster om dem på SoMe.
