As the facilitator, we recommend that teachers, educators and adults:
The materials in the Rigamajig Basic Builder Kit have inherent interest for young minds. Children and students are intrigued by the variety of components and often lead their own discovery at no prompting from teachers, educators and adults.
This section highlights best practices of how to best support and encourage kids to continue their investigations despite frustrations, challenges, and excitement that emerge from the design and building process. First, take time to consider the dynamic of the classroom or playspace. Next, read the examples of the several different roles adults can adopt as they work with children in the classrooms, afterschool programs, camps, museums, and STEAM learning centers around the world.
As with any learning opportunity, teachers and adults need to prepare and create the environment to encourage the children to play and build with Rigamajig. Since building is often a social activity, requiring experimentation and negotiation, it’s important to ensure kids can interact with each other and the materials without disturbing other quieter activities within the space. Some thoughts to consider include:
Depending on the area designated for Rigamajig play, it may be helpful to include a background or gallery of images depicting buildings, structures, and machines to be inspiration for the kids and students as they work.
In addition, using photographs of the children at work, capturing their process and progress, and including them in or near their work environment, encourages reflective thinking on past work. Documenting the kids’ construction helps encourage them to build with intent. Having the students make a “portfolio” or “glossary” of what they have created captures the possibilities, promotes pre- and post-build conversation about what they have achieved, and inspires what they build in the future.