This paper focuses on how Disney imagineers’ designed the Disney Wonder children’s areas to foster educational discovery and play-based learning. Throughout these spaces immersion and theming are taken to a new level including hidden treasures and Easter eggs throughout the two main club areas, inciting exploratory play, parallel play, and educational experiences. Regular programming by youth counsellors and guest appearances by Disney characters support creative and educational activities. Children opt in or out of scheduled activities and programming to effectively design their own experiences and learning journeys. Through the analysis of various themed aspects such as Avengers missions, visiting Oaken Sauna, and exploring nautical skills, this paper focuses on how Disney’s approach to fostering educational discovery and play-based learning can be embedded in curriculum innovation and design. While some of Disney’s theming around exploration-based learning is done on a grand scale that is difficult to replicate in educational contexts (e.g. shrinking to toy size in Andy’s room) many of the principles and approaches can be applied to existing curriculum to enhance young children’s learning. Specific principles and themed approaches are applied to educational contexts and discussed in terms of how to engage younger children in educational discovery and foster a love of learning. Additionally, there will be some discussion of how to take elements of gaming and game design and express them in physical educational spaces. Lessons learned from themed educational experiences provide important insights into designing experiential learning within educational contexts that engages children.

Authors:
Victoria Zinga, Brock University, Canada
Dawn Zinga, Brock University, Canada

About the Presenter(s)
Ms Victoria Zinga is a University Postgraduate Student at Brock University in Canada

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https://www.linkedin.com/in/victoria-zinga-5627ab1b7/

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