Informal education, socialization, neighborhood house, educational projects, physical activities, child development, community engagement, alternative pedagogies
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Abstract
This document discusses the role of neighborhood houses in promoting children's socialization through educational and social projects, and physical activities.
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[...] In this sense, neighborhood houses, by setting up projects that promote family participation, offer a framework where learning takes place in a fluid and natural way. Another achievement is the project 'Lullabies from here and elsewhere' which aims to promote the cultural and linguistic diversity of families attending the neighborhood house. It is a workshop where parents and children come together to sing traditional lullabies from their culture of origin. In addition, a professional storyteller accompanies the participants and an artist illustrates the songs sung. [...]
[...] The neighborhood house also promotes parent-child workshops, another key aspect of socialization. These activities strengthen family relationships while offering children the opportunity to meet other adults beyond their parents and other children outside the educational context. These sessions encourage the sharing of experiences and intergenerational and human formation, valuing participatory learning. In addition, for the specific session, a project on children's emotions was set up. Here, the children themselves carried out their work; they produced drawings, texts, poems, and other forms of art that they shared with other children. [...]
[...] Early Childhood Review pp.45-56. [...]
[...] Ultimately, it was the house's desire to actively use children in the organization of projects that touched me the most. Whether it was at the autumn festival or during artistic workshops and the sale of pastries at the market, the children felt a sense of responsibility and belonging to the house as an educational community. Moreover, this internship allowed me to develop important practical skills for my future profession, such as group management, leading fun workshops, and communication with parents. [...]
[...] Brougère (2024) emphasizes the importance of playful culture and the involvement of children in their own learning. At the neighborhood house, this dynamic is particularly visible in the way children participate in organizing activities and take on responsibilities. Many initiatives are organized by neighborhood houses outside their premises. These aim to create unique opportunities for family socialization and develop numerous informal and intergenerational experiences. One of them took place on a Saturday in the Montmorency forest, where families were invited to go out with their children to pick a particular mushroom, the chestnut. [...]
