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Šalamun, K. L., Arriaga, P., Rodrigues, R. B., Correia, N., Alexandre, J., Machado Alexandre, I....Aguiar, C. (2025). Guidelines for the co-creation of intercultural board games. Iscte.

K. L. Šalamun et al.,  Guidelines for the co-creation of intercultural board games, Iscte, 2025

@book{šalamun2025_1771840864020,
	author = "Šalamun, K. L. and Arriaga, P. and Rodrigues, R. B. and Correia, N. and Alexandre, J. and Machado Alexandre, I. and Petrou, T and Aguiar, C.",
	title = "",
	year = "2025",
	editor = "",
	volume = "",
	number = "",
	series = "",
	edition = "",
	doi = "10.5281/zenodo.18376023",
	publisher = "Iscte",
	address = ""
}

TY  - BOOK
TI  - Guidelines for the co-creation of intercultural board games
AU  - Šalamun, K. L.
AU  - Arriaga, P.
AU  - Rodrigues, R. B.
AU  - Correia, N.
AU  - Alexandre, J.
AU  - Machado Alexandre, I.
AU  - Petrou, T
AU  - Aguiar, C.
PY  - 2025
DO  - 10.5281/zenodo.18376023
AB  - This book presents practical guidelines for co-creating intercultural board games to foster language development, intercultural understanding, communication, and social skills, and social inclusion in early childhood education. The guidelines are designed to support teachers/educators, parents/caregivers, researchers, and other pedagogical actors in planning, implementing, and reflecting on co-creation processes, which should be inclusive, participatory, and pedagogically meaningful. The guidelines were developed within the framework of the KidLe project, which aimed to develop intercultural board games to support the inclusion of migrant children in new school environments. The guidelines pursue three main objectives: 1) Define the pedagogical and social inclusion aims underpinning the development of games by documenting co-creation processes, with particular attention to ensuring the adaptability and transferability of locally developed games across educational and cultural contexts; 2) Provide practical guidance for the active involvement of pedagogical actors (e.g., teachers, educators, parents, caregivers) as well as children, including those with migrant backgrounds, in the co-creation and use of game-based learning resources to promote children’s social inclusion; 3) Provide a structured yet flexible framework for the co-creation of intercultural games, including recommendations to guide the design and implementation of co-creation activities within focus groups and participatory workshops involving children and pedagogical actors.
ER  -