Little bear called Riči

Riči is a little bear who lives beyond three streams and seven mountains. One cold morning, he went for a walk and discovered an old photo, hidden in his jacket pocket. The photo brought back pleasant memories of his childhood and his dear friend Šira. However, all these wonderful memories were locked away in chests. Determined to relive the moments of his youth, Riči decided to search for something that could open the chests and unlock those memories.

Riči’s story guided us on a journey to discover the mysteries and beauty of interpersonal relationships that accompany us throughout our lives. We explored both our own and Riči’s identity, we created Riči’s homeland and delved into the first research question: “How can we unlock the chests that hold Riči’s memories?” The research began with the first chosen material – a key. A key is one of the most common symbols in fairy tales and literature in general, carrying multiple meanings. It represents security and trust and it is closely tied to power and responsibility.

To open such special chests, we needed to discover various forms of wisdom. We believed in ourselves and focused our research on discovering and creating different types of keys. On the pedagogical stage, in a diverse and stimulating environment for imaginative and co-creative playing and learning, a varied and unique collection of keys/objects began to emerge, each unlocking Riči’s memories. These included keys as a tool, keys that open different doors, keys to beautiful relationships, keys for solving various challenges, keys that open the heart, key phrases/words such as please and thank you.

Grateful and proud of the children, Riči, with his sparkle and playfulness, fostered an atmosphere where we could identify and express our feelings while developing an understanding of others’ emotions. We learned to be emphatic, handle conflicts, and adapt to different situations. Additionally, we learned how to build true, warm, and authentic relationships that make us feel safe, accepted, and heard. The children trusted him and eagerly shared their simple, unique, creative and useful ideas and solutions.

The basic idea, plan and purpose expanded and gradually evolved, leading to exploration of new and unique thematic chests – such as language, communication, movement, music and play – each with its own key.
At the end of the school year, we courageously explored the power of keys during Trnovo musical, performing on the grand stage at Križanke. Our dancing and singing performance unlocked all the hidden memories, impressing Riči, the parents and other spectators.

However, Riči’s story does not end here. The revival and creation of new memories have ignited an irresistible desire in Riči’s heart to find his beloved Šira. Will he succeed?

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Riči was walking through the forest, searching for his dear friend, but he kept leaving the prints of his paws behind. “How can I hide my footprints so that no one follows me?” he wondered.

In the second stage, while exploring different types of footwear, we discovered who and what leaves traces in life, what kinds of traces we leave, how we recognize them, and how we carry them within ourselves. The children formed hypotheses, searched for solutions, and suggested ways for Riči to walk through the forest unnoticed.
To help Riči secretly reach his beloved Šira, we worked together with the children—and with the support of their parents—to design a “Ghostwalker” (a device that leaves no trace). By the end of this stage, we had created a whole collection of “Ghostwalkers”: imaginative inventions bringing together the children’s ideas for how Riči could find Šira without anyone noticing him.

After overcoming this challenge and ensuring that Riči could set off into the forest without worry to look for Šira, we were greeted with a new task upon his return: how to create a special celebration to honour love.

In the third stage, through sound exploration, we discovered and experienced various musical patterns, rhythms, sound colours, and different possibilities for expressing emotions through movement and art in a way that was original and meaningful for the children. They actively participated in listening to and recognizing different music genres, experimented with sounds produced by various objects and instruments, and connected their musical experiences with movement and artistic expression.
The exploration was holistic and meaningfully connected, allowing the children to learn spontaneously while developing creativity, social skills, and emotional expression.

As active participants on the pedagogical stage, the children co-created the entire research process, formed hypotheses, and tested their ideas. Together, we organized an unforgettable wedding celebration for Riči and Šira. We captured the event on video (https://youtu.be/4KJS_qYigmk and https://youtu.be/QwnxsZejWVU) and, in the company of parents, waved goodbye to Riči and Šira as they set off.