Two Minutes in the Life of a Kindergartener
This blog post is in reference to an assignment for my coursework in CEP 817, Learning Technology Through Design.
A kindergartener’s world is shaped by a viewpoint that barely reaches the waist level of most adults. From this vantage point, the surroundings—desks, doorknobs, bulletin boards, and even the faces of teachers—are positioned above, out of immediate reach, or partially obscured. The world of school, though designed for children, is often built with the perspectives of adults in mind.
By capturing this perspective through a first-person video, it becomes evident how the environment itself can unintentionally create a sense of diminishment. Tall cabinets loom overhead, chairs are climbed into rather than simply sat upon, and conversations often take place between adults who look down, both literally and figuratively. This high-angled world subtly reinforces a feeling of being small, out of place, and dependent.
Understanding this perspective is crucial in shaping a more inclusive and empowering learning environment. If a child constantly experiences their world from a position of physical inferiority, how does that shape their sense of belonging? Do they feel seen and valued, or merely accommodated within a space that was not fully designed for them?
By stepping into their world—both figuratively and through intentional visual representation—I became more aware of how the physical environment influences a young learner’s sense of agency, confidence, and comfort. This awareness left me with a desire to create spaces where kindergarten student’s feel centered rather than overshadowed, providing them with a sense of significance in their formative learning experiences.
