Are you looking for a different way of learning, for playful methods that stimulate the curiosity of pupils and students?
Then this is the place to be. I am Marion, a Dutch teacher, mother, blogger and I love games. Maybe you recognise it in your pupils, students, children (or yourself): do I have to read those books again, learn the texts by heart and do endless exercises? I don’t feel like it at all!
A game is the perfect way to repeat, deepen or discuss material. In English it sounds like this: games bring fun in learning, and learning in fun. A game almost automatically stimulates the players to discover, to figure things out, to calculate scores. Players apply all kinds of skills and knowledge and we don’t even have to ask them!
Moreover, games provide a different kind of contact. Plato said: ‘You get to know someone better by playing for an hour than by talking for a year’. In a game, you have to tune in to the other person, which means you constantly reflect on your own behaviour and your own game. Furthermore, games provide a shared focus whereby you have sideways conversations. A fine way to get in touch with your teenager, for example, or to give introverted children and adults space.
With a view to the future and the 21st-century skills formulated for it, games are a logical choice. The choices in a game demand creative and solution-oriented thinking and flexibility. A skill that cannot be learned from a book, but by playing and experiencing. This also applies to executive functions such as planning and response inhibition, responding to the game and the other players in the right way at the right time.
On this website you will find information and inspiration for the use of games in education: for the youngest players who learn to name colours and shapes at home, to adults who want to sharpen their skills in their work.
I am Marion and I love board games. Born somewhere in the seventies, as a child I mainly played monopoly and game of goose. Later, all kinds of card games were added. I can still remember rainy holidays when we played Canasta endlessly and fanatically, crammed at the table of a small caravan.
During my studies, the games went with me, but they were relegated to the background. Although, they moved outside and were for larger groups. I became a member of a children’s activities committee run by students. We organised holiday weeks for children from families that could not easily afford a holiday. Throughout my studies, I spent two weeks every holiday playing outside. Under the guise of ‘fun for the kids’, I played a lot myself.