NE W S L E T T E R
ON FOCUS GROUPS CONDUCTED BY ISCTE-UNIVERSITY INSTITUTE OF LISBON
KidLe: Developing an Intercultural Game as a Pedagogic Tool for the Inclusion of Pupils with Migrant Backgrounds in New Learning Environments – an Erasmus+ Project, under Cooperation partnerships in school education action.
The aim of the KidLe project is to support the inclusion of migrant children in new school environments through board games with an intercultural approach. The project will develop five games and integrate them into a gaming pack, which will be digital and multilingual. The game development process involves co-creation, with parents, children (migrant/local), and teachers in each participating country. The project also aims to strengthen the abilities of educators/teachers and parents to use games in children’s learning and development. As a first step, we engaged parents and teachers through focus groups (discussion groups), aiming to understand their main needs and gather insights for the development of the games.
Focus Groups
We conducted focus groups with teachers and parents. We aimed to identify challenges faced by children, and difficulties and resources of both teachers and parents in supporting them. We are listening to teachers and parents so that we develop innovative board games adapted for educational purposes in local classrooms, at home and in the playground. It is important that the resources we are developing respond appropriately to the specific needs and interests of parents and teachers, as they must be able to easily integrate them into their playing routines.
Teachers
We conducted one focus group with eight teachers from a school cluster in the city of Lisbon (Portugal). Based on the teachers’ perspectives, we learned that we need to develop a game that facilitates interaction, language acquisition, and mutual understanding between migrant and local children. Furthermore, we need to develop a game that teachers can easily integrate into their classrooms, with simple rules, durable materials, and that can be used in various contexts. Additionally, the game should promote knowledge and awareness about customs, traditions, holidays, etc., of the most prevalent non-native cultures in the school. Ideally, migrant children should be given the opportunity (if they feel comfortable) to share these cultural aspects themselves, to give them a sense of agency and control over their own narratives and inclusion process.
Migrant Parents
We conducted one focus group with four parents with migration background, whose children attend a school cluster in Lisbon. Based on the parent’s perspective, we learned that we need to develop a game that fosters respect, empathy, and awareness of cultural, religious, and ethnic differences. Children should be encouraged to feel curious and positive towards ‘otherness’, rather than wary and negative. Furthermore, we need to develop a game in which interaction between migrant and local children is encouraged, regardless of language or cultural differences.
Portuguese Parents
We conducted one mini focus group with two Portuguese parents, whose children attend a school cluster in Lisbon. Based on their perspectives, we learned that we need to develop a game which raises awareness about cultural aspects and about potential struggles of ‘otherness’. Games should include cultural identification markers and the possibility for children to share their gastronomy, architecture, history, etc. Furthermore, the games need to account for a reduced frustration tolerance and concentration span.
The insights we gathered while talking to teachers, migrant parents, and Portuguese parents are invaluable for the KidLe game design.
Next, we will conduct three workshops to engage with children aged 6-8 years old, learn about their ideas, and become inspired!
To stay updated on the project activities and actions, visit the KidLe website and social media.