Stimulating Creativity in Children with Developmental Difficulties through
Games, Movement and Sound
Abstract
This action research presents a great personal and professional challenge for me. I
wanted to show the importance of stimulating creativity in children with
developmental difficulties. The ten week's activities which were conducted with the
children have shown that they should be enabled to express their personality. Namely,
they too have something to show. It is not good to focus only on their disabilities, but
rather on their potentials. While being a part of these free and creative expression
activities, the children were cheerful and happy. Their joy and creations can be a
valuable indicator for each teacher how to stimulate creativity in children.
Keywords: Creativity, Action Research, Children with Developmental Difficulties
1. Introduction
According to the data from the AAMR (American Association for the Mental Retardation),
mental retardation can be estimated according to the significant limitations in an individual's life.
This applies to the significantly lower intellectual functioning with a reduced level in two or more
adaptive skills - communication, self-care, housing, social skills, health and safety, self-directing,
functional academic knowledge, leisure and work (Krampač-Grljušić, Marinić, 2007).
The possibility of teaching children with mental retardation depends on the type and
degree of difficulty. Educational process with the moderate and severe mentally retarded children
and youth is conducted in special educational groups. The development of movement,
communication, self-care, socialization, knowledge of one’s school and immediate environment,
the basics of working education and development of creativity (artistic and musical expression) are
being encouraged through educational fields.
Mental retardation occurs in the majority of children with autistic disorders. Autism is a
spectrum of disorders that refer to a pervasive developmental disorder. According to the DSM IV
(1996) classification they include autism, Rett syndrome, disintegrative disorder, Asperger
syndrome and pervasive developmental disorder. Children with these disorders have difficulties in
communication, socialization and imagination. Through their behaviour, they display various
stereotypical, monotonous movements, have limited interests and are often not able to
understand the emotions of other people. All this makes the development of social relations
difficult. Sometimes there an aggression and self-aggression are present (Krampač-Grljušić,
Marinic, 2007).
Education for the children with severe difficulties is organised in separate groups where
the general development of the child is encouraged. In classes, specific methods and procedures
1
are applied; such as physical guidance, step-by-step learning, and visual-cognitive complementary
methods.
Every child is special and different, regardless of the common characteristics of a particular
difficulty, and it is very important to create an appropriate individual program. They should be
enabled to express their own personalities, talents should be encouraged as well as special
abilities (e.g. musical, mathematical) and expression of creativity. In the literature there are
recorded various examples of the disabled individuals’ abilities: a blind person who was a gifted
painter, moderately mentally retarded person who was making and selling statues made of bronze
and clay, an autistic boy who was very skilful and with a lot of details modelled animal figures from
plasticine or modelling clay (Bujas-Petkovic, 2000).
2. Context of the Research
I have been working as a junior education teacher in Osijek and its surrounding areas for
the last fifteen years. In spite of the fact that I have been working for such a long time I have not
managed to find a regular job. When needed, I worked as a geography teacher, art teacher,
English language teacher and biology teacher. I found it very challenging to work in the
Educational centre “Ivan Štark” in Osijek as a special-education teacher in 2005. The encounter
with children with developmental difficulties was very interesting. Although I was cheerful as
always when I would start a new job, I was wondering for the first time if I was capable of doing
this job. However, with my readiness for learning and the support of the colleagues specialeducation teachers, the feelings of fear and inability had quickly disappeared.
For the last three years I have been working in the primary school Vladimir Nazor in Đakovo
as a teacher defectologist. I have been working with children with developmental difficulties. In
our school, besides regular and special departments, we have groups attended by children of
different age, with various difficulties, mainly moderate mental retardation. We have four groups
formed according to the age (younger children, intermediate and older children), while mine is
combined (younger children and autistic children). Parents bring (drive) their children to school
and pick them up after the classes.
Our working area is located in the school yard. The building is a prefabricated and does not
meet all our needs. Each group has its own classroom which was constructed with an improvised
barrier that divides two more spacious classrooms. This enables work in one shift, but we do not
have an appropriate audio isolation that often disturbs teaching. We - teachers, are trying to
enrich the space in which we work with pupils’ and our own works. The group that I lead has four
pupils:
 I.Č. (17 years) has an autistic disorder. He is quiet and shy, but due to the puberty changes
and personal incomprehensiveness of what is happening to him, from time to time he is
quite anxious. He can recognize and write letters and numbers, he communicates verbally,
but expresses himself with few words or shorter sentences. He often repeats some words
2
and talks nonsense. His attention is weak and he often stops the activities he has started
and he needs rest.
 J.J. (11 years) has an autistic disorder. He is very playful and hyperactive. He is curious and
he notices the changes around himself. He very explosive reacts to the things that annoy
him (he is hitting himself or he is trying to hit some other child). He can recognize and write
letters and numbers. After two years of educational endeavour, he has managed to draw
his first sketch of the church with details such as the cross, windows, door, steps, the bell,
the clock etc...
 D. H (8 years) has a severe mental retardation. She cannot walk or talk, but she can sit and
crawl. She has a weaker motor control of hands, and she often puts her fingers and
different objects in her mouth. Because of that she could not take part in the games in
which different objects were being used since there was a choking danger. She is very
cheerful when somebody is talking to her. She is smiling and she is waving her hands. She
likes to be with children and they have accepted her.
 N.P. (8 years) has a moderate mental retardation. She is often cheerful and smiling. She has
problems with verbal expression (she can say a few simple words because she can not
articulate all the voices). Her motor control of hands and fingers is underdeveloped. She is
also overweight, but still she likes music and dance.
When I started working in the primary school Vladimir Nazor, I joined the learning
community lead by the school pedagogue Verica Kuharić – Bučević. I became interested in the
project “Encouraging creativity in the life-long education of teachers”1. Through workshops we
became acquainted with various ways of stimulating our own and pupils’ creativity. It was a
challenge for me because in education of the children with difficulties, creativity has not been
encouraged enough.
Besides the learning community, professional cooperation has been realized through the
learning management system for electronic learning – Moodle (www.pedagogija.net/kreativnost).
The project participants were divided into four groups. I started mine in the group Daisies, which
was led by dr. sc. Branko Bognar – employed at Philosophical Faculty in Osijek. Professional
cooperation on the internet forum was an extraordinary experience. We could exchange our
experiences and got to know each other better personally and professionally and not only with
teachers from our own schools, since the members of my group were from two primary schools in
Đakovo and Požega.
1
One of the basic aims of the project was affirmation of creativity in teachers' professional development, and
the purpose was to help teachers in organizing their classes and stimulate, not only teachers’ creativity but
pupils' too. The project was organised in cooperation with Teacher training faculty in Osijek and the Osijek
branch of Education and Teacher Training Agency.
3
Next to our classroom there is a younger group led by a professional teacher Nikolina
Posavčić. Her group has five pupils. We often spend time together and cooperate, so four of her
pupils also took part in the action research. She helped me with data collection (she recorded our
activities and photographed them), reflection (she has actively participated in our reflective talks –
analyses of activities), encouraged me, gave me valuable advices and comments which I often took
into account and wrote in my research diary.
This project was supported by the children’s parents who had a special opportunity to see
their children participate in different activities. On the common parents’ meeting they saw a DVD
with parts of the recorded material.
3. The problem and the plan of the research
When I started working in the primary school Vladimir Nazor in Đakovo in the school year
2005/2006 I led a group of three autistic boys. I managed my classes according to the Curriculum
for primary school education of pupils with autistic disorder programme, and I designed an
individual programme for each pupil. I often consulted special-education teachers from the
Educational centre Ivan Štark in Osijek. I designed independently additional didactic material
(different games) adjusted for autistic children. I used different objects normally thrown rather
than used: different corks, bottles, boxes, straws, rubber bands, parts of the used felt-tip pens,
polystyrene etc. (figure 1).
Figure 1.
Handy didactical materials designed for playing of children with developmental
difficulties
In a school year 2008/2009 one boy left the group and the number of children who
attended the junior group increased. So besides my two schoolboys, I took over two younger girls
with a moderate and hard mental retardation respectively, and they formed a combined group.
Though these were the children with diverse capabilities I noticed that they had one thing in
common – difficulties in verbal communication. In spite of that I tried to concentrate on their
4
abilities. Observing the children and having thought of previous experiences, I came to a
conclusion that there was something that connected them: game, movement and sound.
During previous work experience with children with developmental difficulties I acquired
certain professional knowledge and skills. But the most important experience came from my
family, namely my son. Since he was three years old I noticed certain difficulties; development of
his speech was slow - it was something between pragmatic verbal disorder and pervasive
developmental disorder. But what I noticed between his fourth and fifth year was his creativity.
Through game, movement and sound (which he designed in the beginning) we managed to
stimulate verbal communication together.
Today he is a cheerful, sensitive (11 years old), creative and curious boy, he learns a lot
through a computer and books (encyclopaedias), he is playing the synthesizer and he can express
himself verbally much better than before. Observing my child I came to realise how important it is
that every child is, with the right stimuli, given enough time and space to develop her or his
personality, capabilities and creativity.
Experience with my own child and the problems that I faced in the classes led me to the
challenge of research: How to develop creativity in children with developmental difficulties through
game, movement and sound? The main aim of my research was to stimulate pupils to
independently express their creativity. In order to do that I designed a plan (Table 1) which I was
revising and changing during the action research trying to adapt it to my pupils’ abilities.
Table 1. The action research plan
ACTIVITIES





CRITERIA
 Pupils are independently performing assigned movements and sounds
 They can independently perform movements and sounds that they want to
show
 They are confident, they are at ease performing in front of the others
 They are quicker at performing tasks
 Pupils are cheerful and smiling
 Pupils help each other in learning
 They are creating a game that they will be playing together
Imitation of movement (who is doing what)
Independent demonstration of imagined movements
Imitation of various sounds – you can try this
Independent production of sounds (using different objects)
Making of unusual music instruments with given materials (various packing
materials, objects from the environment)
 Designing games together (movement and sound)
DATA: research diary, photographs and video records, critical friends’ comments
Time of realization: February, March, April 2009
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4. The process of realisation planned activities
I conducted the actions research2 in the frame of three fields, planned by the Curriculum of
primary education of pupils with autistic disorder programme and the Curriculum for education
children with a moderate and severe mental retardation:
1. Socialisation is aimed at acquiring and developing of those modes of behaviour that enable
successful inclusion in family life, in group which the child is a member of, stimulates
development of relationships with children and grownups from the surrounding. Game could
be included in this field.
2. Physical training – takes care of and improves children’s health, stimulates acquisition of the
primary motor skills, stimulates the will for walking and guided activities, develops the sense of
rhythm through the music practise, has a positive influence on the transformation of the
behaviour.
3. Development of creativity (arts and music classes). (Ministry of Education and Sports, 1997)
4.1. Game (socialisation)
Game is favourite children’s activity. The child starts very early with playing games.
Through game, the child learns and realizes his or her first social contacts outside the family (Bujas
Petković, 2000).
4.1.1.
Creative games
At the beginning of the research it was necessary for pupils to become used to videotaping
and common activities that we were conducting during the ten- week period. As they had not
been videotaped before, they often looked in the direction of the camera. After some time, they
got used to it, so they were not looking in the camera direction as much and as long as before.
Activities were supposed to stimulate expected and unexpected “sparkles” of creativity
(http://www.vimeo.com/5436950).
2
“Most of the contemporary literature defines the action research as a social situation study in realization of
which the direct participants of that situation participate with the aim of improving practise and the quality of
its comprehension” (Bognar, B. 2006, p. 182).
6
Figure 2. Preparations for a game
Pupils were given different didactic materials (games). They had previously played with
these materials, but they would do it the way I told them to. Now they were given a chance to play
the way they wanted. They could use different objects and materials; plastic corks, plastic
containers for camera film, plastic staplers, cardboard, plastic hooks, coloured rope, etc. each child
chose how to play with (Figure 2). Their way of playing was strictly individual – I tried to keep the
low profile as much as I could. Each one of them tried to think of something. So J. J. took the
coloured rope and played in an unusual way: he placed the pieces of the ropes in a way that they,
as the whole, resembled a labyrinth (http://www.vimeo.com/5437155). N.P. was sticking plastic
nails on both sides of a plastic board. While playing, children did not forget D.H, a girl who was in
the wheelchair. L.J. and P.N. addressed her from time to time trying to communicate with her.
Two weeks later, children were given didactic tools again but containing some other games
this time (wooden board with nails and coloured rubber bands, polystyrene, toothpicks and the
felt-tip pen caps) Children were quite independent this time too. J.J. creatively placed building
blocks taking care of colour, size and spacing (http://www.vimeo.com/5437258). Some saw
something what others did not – a toy that “plays music”. Namely, a boy L.J manipulating the
closed box with plastic nails in it, created a noise similar to that of a rattle. He got interested in it
so he continued playing with this improvised music instrument (http://www.vimeo.com/5441740).
I recorded the following observations in my research diary:
L.J. is shaking a closed box with nails. I told him joyfully that he had created a “new music
instrument” – a rattle. I’m telling him to play it. He likes it. I’m suggesting to other children to listen
to L.J. “play”. I invite N.P. to dance because I saw her for the moment how she was following L.J.’s
“music” with her head movements. But nothing happens, she is more interested in “playing music”.
She is trying “the rattle”. She is satisfied. So L.J. has shown to us what interests him in his own way
– toys that can “play music”. (Research diary, 4 March 2009)
7
The following game was completely different. I took disposable rubber gloves, cut the
fingers off and pasted animal sketches (drawings) on them: a cow - a calf, a hen - a chicken, a
sheep - a lamb, a pig - a piggy, a dog - a puppy. I wanted to encourage them to communicate with
one another with the help of animals. Each child put a sketch of one animal on his or her finger.
We were searching for pairs (a cow – a calf, a hen – a chicken…), with the appropriate sounds
(clucking, barking…). When a mom found her baby, they would imitate a kiss and demonstrate
happiness for finding each other (http://www.vimeo.com/5441797). By putting sketches on both
hands, we had a new game – “talking” animals (http://www.vimeo.com/5442026). The activity
was cheerfully ended, with singing and dancing (http://www.vimeo.com/5465918). During the
activity I got an impression that the children got more and more relaxed and had accepted the
animals on their fingers. They were playing and communicating together, making sounds like the
animals on the sketches. They were cheerful.
4.1.2.
Playing in pairs
Three mats with toys were laid on the classroom floor (with dinosaur figures, building
blocks of different colours and size, plastic cups, a train and other objects). Two children were
seated on a mat. I told them to play together with toys that were on the mat. They were not
interested in cooperation, so they were playing individually. They took a toy and played alone, or
they were playing with building blocks in front of them. J.J. often moved from one side of the mat
to the other. He was watching what the others were doing. It seemed that he had joined them in
the play, but he would soon break what someone else built. That was his “game”. I encouraged
them to warn others if someone obstructed the game. It was obvious that they were not in the
mood and cheerful (http://www.vimeo.com/5470916).
A few days later, we had a similar activity. Pupils were on the mats again. They got wooden
and plastic building blocks. Not all of them were there since some were ill. I suggested they make a
castle. During the game I had to stimulate them a lot (http://www.vimeo.com/5471771). I went to
toilet with N.P. and during that time teacher Nikolina was encouraging them to cooperate and she
video-recorded them (http://www.vimeo.com/5471986). They did not manage to build the castle
even after I returned. The four of them could not cooperate, especially if I did not encourage
them. Though I was there next to them, some of them made fun of each other and obstructed the
play.
4.1.3
Playing with more children
Because some of the children were ill and absent for quite some time, I decided to avoid
playing in pairs (playing with another child), so I suggested we design a common game. Children
were sitting at the table. I put a big cardboard and plasticine on it. Creating simple various forms
with plasticine seemed simple and fun. I told them they could form plasticine any way they
wanted (spots, “worms”). I told them to stick on the cardboard things that they formed by
8
pressing the hand (Figure 3). I showed them how to place it on the whole surface of the cardboard
so that they make a picture (Figure 4).
Figure 3. Forming the plasticine
Figure 4. Creating the common picture
Partly they did manage to create a common picture, but there was mutual obstruction and
pushing between J.J. and P.N. so we quickly ended this activity (http://www.vimeo.com/5472540).
I said that we would go on with the activity when other children got well and came back to school.
So we did it that way. When the picture was finished we put it on the large board in the classroom
(Figure 5).
Figure 5. The picture on the board
9
4.2. Movement (Physical training)
With regular repetition of a certain activity, the movement is being managed and formed.
When a child is playing, exactly the movement and coincidentally caused changes are the source
of child’s satisfaction. Playing with different parts of his or her body, and later with different
objects, child’s movements become guided. Oculomotor coordination, perception, attention and
memory are being developed (Levandovski, Teodorović, 1991).
4.2.1
Playing with a ball or a balloon
The children were sitting on the mats. We played a short game in which we chose a child
by pulling out little coloured pieces of cardboard, a child would then choose the colour of the
balloon that we would play with. After choosing the balloon, children imitated different
movements that I had shown them: to throw the balloon, clap one’s hands, catch the balloon
(http://www.vimeo.com/5473119). After that, they were offered wooden and plastic sticks. I told
them that they could play if they wanted. M.S. thought out his own game – he took a wooden stick
and was hitting the balloon. I praised him. I emphasised that he had invented a new game. After
that he went on with the game together with J.J. Using sticks they threw the balloons at each
other. Other children accepted this game (http://www.vimeo.com/5473205). We brought to an
end the balloon game by having children standing in the circle and throwing balloons to each
other. D.H. also joined the game (the girl in the wheel-chair).
After the balloon game, I took little balls. The children were sitting on the floor. They were
giving (rolling) the balls to each other. Sometimes I had to interrupt when they were doing this too
quickly. In this game, children demonstrated some new movements. They were more interested in
throwing the ball as hard as possible. Then the co-players had difficulties catching the ball. I would
interrupt again in order to pacify them a little. I showed them how to put a yellow ball down into
the water, like a little duckling. After this game I asked them to invite D.H. into this game of
throwing balls (http://www.vimeo.com/5474302).
After a month, the children were offered balls and balloons again. But this time we were
listening to the classical music. I told them to do what they wanted to. I explained that they could
freely move in the classroom as they whished, throw balls, balloons and dance. There were not all
of them (because of illness), so D.H. was out of her wheelchair. She was on the floor, very active
and cheerful (http://vimeo.com/5596385). We listened to several compositions and their activity
did not imply freedom and variety of movement. So I decided to participate more in this activity.
While listening to a composition Allegretto by W. A. Mozart I felt that my encouragement was
successful (http://vimeo.com/5597071). I made notes of my impressions in the research diary:
I decided to put D. H. in her seat, and encourage other pupils to be active. I encouraged them to
dance. We are throwing balloons at each other. Balloons are flying on the other side. Almost all of
them are participating. They are good at it. Crepe paper ribbons are fluttering above them. Now
everything is more dynamically playful. Music is emphasized. SUCCESS! (Research diary, 30 March
2009.)
10
4.2.2.
Simple games of movement
The children got wooden sticks with coloured crepe ribbons. With the stimulation of the
classical compositions, they had to create different movements (dance) at their own accord.
Naturally, I encouraged them again. This activity was accepted by the most of the children, but J.J.
remained seated on the mat for the most of the time. For a while he was waving with a stick with
the crepe ribbon, and later he was having fun his way – he followed the lines on the radiator with
his hand (http://ejolts.org/videos/zeljka/video17.wmv).
Each composition was interesting to them, especially those with a faster rhythm. They liked
the Wild Rider by Robert Schumann very much. But for some, The Turkish March by W. A. Mozart
was
extraordinary
experience.
L.J.
and
P.N.
were
the
most
active
(http://ejolts.org/videos/zeljka/video18.wmv).
The following month we had a similar activity. This time there were no additional tools.
Children listened to the classical music and imitated animal movements. Most of the compositions
were from Camille Sain Saëns's The Carnival of the Animals. First we imitated the elephant. I
showed them how to move. I spread my hands to evoke the size of the elephant (Figure 6). I
walked slowly emphasising each step. The children imitated the elephant movements Figure 7). J.J.
was on the mat, he did not join us.
Figure 6. Encouraging the children to accept the game
Figure 7. The chilren accepted the game
I encouraged them to try a new game in which they could communicate together. Saint
Saëns's composition Roosters and hens is very dynamic, so the children very quickly accepted the
activity. With their body movements, mostly hands they teased (pecked) each other. They were
cheerful and playful (http://ejolts.org/videos/zeljka/video20.wmv).
I often went up to J.J. and encouraged him to be active. I was persistent, so I managed to
activate him and he joined the game. With Robert Schumann’s composition The Merry Pesant, J.J.
11
joined the game. The children were really in a good mood. They were happy and they continued to
cooperate (http://ejolts.org/videos/zeljka/video21.wmv).
We were listening the composition Old clock is playing the Polka by Rudolf Matz. I
demonstrated how we can be ballet dancers. We imitated some simple movements. This inspired
I.Č. to thinks out something, something that I had not demonstrated – he was standing on one leg
while he was holding the other with his hand. I praised him and stimulated others to try it. They
liked it. J.J. was still active; he did not go back on the mat what was unusual for him. I was very
pleased and happy for seeing children’s radiant faces and cooperative atmosphere
(http://ejolts.org/videos/zeljka/video22.wmv).
4.3. The sound (the development of creativity – music classes)
During assigned activities in the field of the musical culture I emphasised production of
various sounds with the help of percussions and simple instruments made of various objects.
Naturally, the children got a chance to produce sounds, sound improvisations that were created
individually or in cooperation with other children.
4.3.1
Differentiation and making contact with the instruments
As an introduction into the activities I offered my pupils to listen to the music. The first
theme that the pupils were listening to was imitation of sounds (domestic animals’ voices). The
second theme referred to the seasons (weather sounds), and a shorter theme were the clock
sounds. After each theme that we listened to, we would have a short conversation. Children said
what they heard and imitated some sounds.
After the talk, I explained my pupils that they would play their sounds and that would be
the music. They were supposed to do this with the instruments – wooden sticks and triangles. As
soon as they got the instruments, the pupils tried them. It was noisy. However, I had been
expecting that. That is why the children were sitting at the tables. After the arranged signal – “the
instruments are asleep”, the children laid the instruments down on the table. It took them some
time to accept this. This made the contact with the instrument more profound. The children
learned when to take the instrument and play, and when they see the signal to stop playing
(http://ejolts.org/videos/zeljka/video23.wmv).
While they were playing I showed them how they can do it: quiet – loud, slow – fast. J.J.
and L.J. were pretty good at imitating what they had heard. But, as was the case with the others,
they were more interested to play their own way. There were even efforts of the musical
cooperation
–
one
is
playing
the
other
one
is
following
(http://ejolts.org/videos/zeljka/video24.wmv).
12
4.3.2
How to do something? – making rhythm with leg tapping
It was time of carnival so the planned activity was “masked” in carnival costume. The
children were wearing different costumes (a ladybug, a pirate etc.). I could not resist this
patchwork and mirth. I put a wig on my head. I was Goldilocks. Some of the children brought their
costumes but did not want to wear them. I accepted their choice. At the beginning we were
discussing this day and how they were masked. I emphasized that we are very joyful on this day,
that we are dancing and singing.
After the conversation, they were listening to the song “How to do things”. While I was
singing I was demonstrating how to wash the hands, how to take the hat off. Some of the children
were imitating what I was doing but they were not cooperative to one another. I showed them
how to play the rhythm of this song with leg tapping, but I realised that this would not be possible
(http://ejolts.org/videos/zeljka/video25.wmv). I wrote these observations in my research diary:
At one moment J.J says: “Stop it!”. He stands up, but he is peaceful. He normally reacts this
way when someone besides him is singing. I had expected him to react like this. I’m
switching to the “Plan B” – we shall be someone else, namely we could role play animals.
(Research diary, 4th of March 2009).
My incentive gave results, children were more active. J.J. joined us although he had not
been participating in the activities before (http://ejolts.org/videos/zeljka/video26.wmv). Children
were more joyful and smiling. We were dancing with D.H. who was in her seat
(http://ejolts.org/videos/zeljka/video27.wmv).
I managed to transfer some of my energy and vivacity onto the children. I was very happy
and pleased. Branko Bognar noticed this, so he wrote his impressions on the forum:
Željka I saw your two video recordings and I must admit that I am becoming more and
more aware of how complex and hard job you have… The first thing that I have noticed
were the cheerful colours and a blond woman who stood confidently in front of the
masked children… I specially liked that each child had a different mask or costume. Some of
the pupils did not want to wear the costumes – and you let them have it their way. I think it
was good that you tried to persuade them but you did not insist too much… You have
introduced each pupil and you described their masks. This way you let them know that you
care about each one of them. They might not be able to verbalise this, but they must be
able to feel it. So N.P. had this sweet smile on her face when you addressed her in the end
(1:50 – 1:55). (B. Bognar, personal correspondence, 14th March 2009).
4.3.3.
Improvisations with percussions
After a short recollection and repeating of the playing the percussions (wooden sticks and
triangles), I encouraged them to play together. Some were trying to follow the others while
playing,
but
most
of
them
played
something
for
themselves
(http://ejolts.org/videos/zeljka/video28.wmv). I noticed that they were more independent and
13
free in expressing themselves. Each child stood in front of the others and played something that
he or she liked (http://ejolts.org/videos/zeljka/video29.wmv).
During this activity I had to go to the toilet with one girl. But the teacher Nikolina
Posavćević video-recorded what was happening in the classroom. It was a very interesting musical
improvisation. P.N was playing her triangle, L.J. was tapping with the wooden sticks on the table,
and J.J. added his voice (shriek) to this improvisation. This was a spontaneous thing. It is important
to emphasize that the pupils cooperated in this. They managed to incorporate their own personal
experience of sounds into a common experience (http://ejolts.org/videos/zeljka/video30.wmv).
4.3.4
The game of creating sounds
Trying to encourage pupils to create sound, I put four containers on the table. Separately I
put balls of coloured crepe paper, rice, beans and pasta. Then I put plastic bottles, boxes, and the
upper parts of large water bottles, cut off together with caps. After a conversation about what is in
front of them, I encouraged them to try to make something that would produce sound on their
own,
explaining
this
in
words
"to
make
something
heard"
(http://ejolts.org/videos/zeljka/video31.wmv).
I encouraged them to try some other items on the table (plastic containers with lids and
the cut off upper parts of the large water bottles). New sounds were created on the plastic drum
and plastic cymbals. I praised P.N. because she was the first who played the plastic cymbals
(http://ejolts.org/videos/zeljka/video32.wmv).
We compared the sounds – that of the bottle with rice with the bottle with beans. Then
they were suppose to figure out in which bottle the rice was, and in which the beans. They
recognized what was located where. We played together, but they played more alone than
followed each other. However, pupils loved this activity and were satisfied. We had fun.
4.3.5
Improvisations on the simple musical instruments
Figure 8. Simple pupils' instruments
Figure 9. Smile on the pupil's face
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This was the last activity for which I prepared a table full of different instruments (Figure 8).
In addition to percussions: wooden sticks, triangle, and the children's drums, most of those were
simple – handy instruments. These musical instruments were made of different objects or parts of
items. Some of them we used during the previous activity - the game of creating sounds. I called
them to take music instruments and have fun. Children chose the instruments. Some have shown
very interesting improvisation and ways of playing (http://ejolts.org/videos/zeljka/video33.wmv).
Children were visibly enjoying themselves (Figure 9). They were active, creating their musical
improvisation. J.J. did not have enough instruments, so he very skilfully played on the table
(http://ejolts.org/videos/zeljka/video34.wmv). I wrote my remarks in the research diary:
P.N. is playing the drum – a plastic container, but on the rounded surfaces, and not on the cover,
the container rolled down and fell on the floor. N.P. is playing the children’s drum, the one that P.N.
was playing a while ago. She is pleased. J.J. is sitting, has the same vessel (drum), but again he is
tapping the colour pens on the table. He is not scraping it now, but slightly tapping - playing,
changing the rhythm. Interesting, it sounds good! (Research diary, 9th April 2009.)
5. Interpretation
Education of children with developmental difficulties is a very complex and demanding job.
Every child, including the child with specific difficulties, must be perceived as a unique individual.
In order to know them better and understand them better, we need to learn something about
each child. First information about the child is very important: how he/she responds to the
external stimuli, how he/she perceives the world around himself/herself, and the way he/she
approaches the problems, how he/she functions on the emotional, social and intellectual level,
how he/she communicates with age-fellows, adults, and all that we know about the child's family
life. We can retain this information by listening and talking to the children, especially by watching
their activities. This is especially important for the children with developmental difficulties, who
have difficulties in verbal expression. It is useful to observe the child's linguistic, social and
cognitive development carefully. Observations about the child's selection of activities, for how
long he/she can be occupied with certain activities and the way he/she plays with others are very
important (Kostelnik, Onoga, Rohde, Whiren, 2004.). During the action research I collected the
data that helped me to develop better relationships with pupils and to meet the unique
educational needs of each child. In addition, on the basis of the initial video, I saw what I could do
in order to encourage students to develop their creativity through the game, movement and
sound.
While conducting these activities the children had opportunities to express their
personalities, to socialize with other children and to show each other what they were interested
in, and what they can achieve on their own. The first activities that I conducted were the individual
games that were supposed to encourage children to be creative. They themselves elected what
they would play with and how. I was not trying to direct them too much. I wanted every child to
express his or her personality. During these games J.J. was particularly interesting since he could
play with pieces of rope in various colours. He formed a labyrinth and followed its lines with the
15
finger reproducing some sounds. One could say that he was creative, but when referring to an
autistic child, this game is part of his normal behaviour. Therefore, it is difficult to say that this was
a creative behaviour. Namely, the pupil J.J. was playing for a long time in the same way, using
common patterns typical for autistic children: an autistic child is playing, but in his strange way.
Most of the time they play alone. Games are stereotypical. They can play with their own hands by
bringing them closer and away from their face. They are particularly interested in the parts of toys
or items that are not for playing. While doing this they can bounce or clap their hands. (BujasPetkovic, 2000).
In the game of children with mental retardation, various problems may occur. They are
mainly the result of insufficient development of their basic abilities. They may be less interested in
the game, but with the active encouragement and guidance, certain progress might be achieved,
but it is a lengthy process. Games with other children are a special problem. Because of emotional
immaturity displayed by a child, such as self-centredness and inability of noticing causalconsequential link, it is difficult for them to perform the games with rules. (Levandovski,
Teodorović, 1991.)
The games that I conducted with the intention that children play together more and that
would encourage their mutual cooperation, with the application of simple rules, were not
successful. I had to do endeavour more in so that they would start the activity. I guided them;
demonstrating what should be done, and occasionally I had to pacify them. They were neither in
the mood, nor even capable of cooperation, respect and understanding of the other child. It was
difficult for them to design a common game, and the failure to participate in the joint activities
was the reason for rudeness to another child. However, I noticed that there were also very nice
moments. I wrote these observations in my research diary:
Again it can be seen that their common activities (work, play), are not their favourites. It is
difficult to establish mutual cooperation, tolerance. Everyone is playing alone. However,
sometimes I notice that in everyday activities, a "ray of light" appears that lightens their
and my face, because someone has helped somebody, and shown how to do something,
given another child a toy, shown that the second child needs help, they can even play
together for some time. Unfortunately, we do not always have the opportunity to record
those moments. In fact, now when I think about it, I would not even remember that,
because when I see something like that, I am afraid that the recording would only spoil and
interrupt those rare, but very beautiful and important moments. (Research diary, 30th
April 2009.)
The movement activities were more successful. Children quickly accepted them. They were
happier and more cheerful. Additional tools (sticks with crepe ribbons, balloons) gave a special
dynamism and fluttering quality to it. Music as a stimulus was well chosen so they could be freer
and less tense. I managed to stimulate and engage in activities the children who displayed
indifference at the beginning. We made the interesting creations of movement and we had fun.
16
The movement and accidentally caused change are the source of satisfaction to the
children (Levandovski, Teodorović, 1991). While they were freely moving in the classroom and
listened to classical music, I could perceive that small, exuberant choreography was gradually
emerging out of the "shy” movements. Here I found particularly interesting P.N., a girl with the
Down syndrome. She is normally very playful, so these activities inspired in her and liberated a
part of the personality linked to the movement and dance. She was carefully watching and
imitating what she saw, and then she would demonstrate her creations of movement and dance.
Other children felt the freedom and began to move in the rhythm of music more spontaneously.
Perhaps, they were not as creative as P.N. but they found some personal satisfaction in the
opportunities of free expression of dance movements. It was exactly this feeling of freedom, lack
of restraint that inspired the children for these activities. It was nice to see them happy. I was
really happy when I managed to initiate the activity of J.J. and I.Č., the children with autistic
disorder.
Activities in which the sound (playing the instruments) was the most prominent made the
pupils most active: they were quicker in performing the activities, they rejoiced and laughed more.
There were some very interesting, creative improvisations with the instruments. I observed them
and listened with joy and pride because I managed to encourage the free, creative expression. I
notice that the creation of sound, was not a problem for children with the autistic disorder.
Autistic children are often too sensitive or poorly sensitive to stimuli, including the sound.
One of the reactions can be fear. It is odd that to some sounds they react by closing the eyes and
on visible stimuli they close they ears with the hands (Bujas-Petkovic, 2000). J.J. and I.Č. obviously
were not too sensitive to percussion sounds that we used in some of the activities. However, at J.J.
I did notice before that he closed his eyes and dropped his head in his hands laid on the table
when he heard the songs sung by the children or adults. Knowing that, for the purpose of certain
activities (movement), we listened to the classical - instrumental music.
I have changed too. Before, I too much worried that I am not enough qualify for this job. I
felt as though I was missing something. However, during the action research, I saw the results, I
received positive feedback and support of the people whom I cooperated with. I have become
more confident and more aware of my professional opportunities. Children's smiles and their joy,
were the sign that led me through all the activities. I have noticed the change, but also problems.
Videos records, photos, conducting the research diary and critical friends’ comments have
helped me to get to know the children better. During the action research I gathered important
feedback about the children and my educational activity that will help me to improve my practice.
I got important guidelines for my work from the teacher Nikolina Posavčević. She successfully
followed me in all the activities and came to similar conclusions:
Activities that were associated with music and movement were effective and better
accepted by the pupils, while the activities, in which the mutual cooperation and
communication were required, were "heavy" for them and they were not willing to
cooperate. With great encouragement, the cooperation was achieved at moments (I think
17
it was the culmination of what has been achieved within these activities).
The great success was achieved because every time the children hear the music they
perform the movements that were then asked of them. This is quite obvious now after we
saw the video recordings. They produce new sounds with whatever they are holding, and
of all the toys that we have, most of the children are looking for those that were used
during the action research. Some even ask when they would be recorded again (N.
Posavčević, personal correspondence, 27 April 2009.)
In cooperation with the teacher Nikola Posavčević I have presented the achieved changes
and problems with which I faced during action research to the parents. Together with children we
watched the DVD with a summary of conducted activities. In my research diary I described my
impressions from that meeting:
Father I.Č. was emotionally touched. He was aware that his son, because of his age, hardly fit with
other children. My colleague and me explained that he had adjusted despite of his years, body size,
and that he had become more cheerful and participated in a lot of activities, and he was no longer
so shy as before. Later, this father connected what we had said with his experiences at home and
said that he slowly felt positive changes in his mood: he was not so indifferent, closed...
Parents agree that it was interesting that they could watch their children and what they were doing
at school, the activities were interesting to them, they could see that children were pleased, joyful.
They could now compare their behaviour at school to that at home. We, as teachers, have received
important feedback from parents who have sincerely and emotionally shared observations about
their children. In certain way, they told us something about themselves - how they as parents
perceive and think about their and other children. (Research diary, 8th April 2009.)
On the basis of what I achieved in this action research, the development of cooperative
games for children with developmental difficulties could be my new challenge. Games could
encourage the children to a better mutual cooperation and understanding. In this way the failure
in cooperative games could be reduced, and thus the unwanted behaviours that leaded to
terminations of game. Maybe the games with another child and games with more children would
be accepted with joy.
6. Literature
Bognar, Branko (2006). Action research in school. Education science, 8(11), 209-228.
Levandovski, D. (1991). How to stimulate a child with mental retardation. Zagreb: Faculty for
special education of University in Zagreb and Centre for rehabilitation „Zagreb“.
Kostelnik, M. J.,Onoga, E., Rohde, B., Whiren, A. (2004). Children with special needs. Zagreb: Educa.
Krampač-Grljušić, A., Marinić, I. (2007). Special child. Osijek: Grafika.
Martinić, B.,Bujas Petković, Z. (2000). Ranko and I. Autism, what is it? Split : Talik graficom.
Curriculum for primary education of students with autistic disorders. (1997). Zagreb: Ministry of
education and sport.
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DSM - IV Diagnostic and statistical manual for mental disorders. (1996). Jastrebarsko: Slap
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