Vi skal lege os til bedre kulturaktiviteter for børn – med play probes som børnecentreret designmetode

Through a qualitative study of a child-centered design process in a cultural school setting, this article examines how the use of the playful design method “play probes” can help uncover knowledge about children and children’s everyday life, the aim being to develop more relevant and child-centered culture school activities for children and families. Generally, it is a challenge that existing activities often only reach a narrow group of children, and that many children cannot participate in the activities at all. The mapping and analysis of a child-centered development process in the project “Rammer der rummer” [“Frames that Contain“] shows how the use of play probes can make the activities more relevant when they reflect the users. When developed with respect for and inspiration from children, they make more sense to the children. Also, it is ensures that children do not just have to adapt to the adult understanding of children’s culture, but that the adults also adapt to it.