With the support and blessings of Auroculture, in 2015 the games were passed on to Kalvi to be researched and developed further. Kalvi is an Auroville activity dedicated to research supporting the understanding and implementation of Integral Education. Until her passing in 2020, Auroculture was in connection with the development of her original game prototypes into a number of activities. She was pleased that the games were expanding and trusted that they would reach children around the world.
Our research showed that when the games are presented in a sequential order with increasing complexity, quite extraordinary things happened. Children began to focus on what they were doing. Most children had moments of selective focused attention - their attention was focused the game, to the exclusion of other sensory inputs. All aspects of sight and vision improved. They developed the following capacities: look and see and understand what was in front of them, flexibility, notice mistakes, see differences in mirror image cards, and move between looking at fine details and shifting to seeing the entire pattern. Once they had developed these capacities they learned to “turn off” some sensory inputs. For example, they learned to focus on a pattern while ignoring the colors.
Working with Aurogames
Working with children engaging in Aurogames is almost like a dance. One has to “be present” with the child, focused on non-verbal cues, seeing their engagement and offering the activities at a level where they are challenged, but not so much that they disengage. No activity should be too easy. If something seems easy for a particular child, innovate a challenge. For example, if a child is matching puzzles with ease, tell her/him to remember all of the patterns they match. When finished, they can be encouraged to make novel patterns, without looking back to compare what they had done. Adding the element of looking to see and remember – engages the child in what they are doing.
Aurogames are never played in a competitive way. There are areas in life where competition is important and children have plenty of opportunities to compete. With Aurogames, we have found that working alone or cooperatively fosters focus, harmony, motivation, and a more joyful play is supported. With children that have difficulty staying focused, it is helpful to start supporting them one on one. Otherwise they will look around and see what others are doing. If they were having difficulties, they may compare themselves to others and then disengage. Once children develop their focus and confidence, many children can be in a room playing Aurogames alone or cooperatively with another. The atmosphere is harmonious and focused. If chatter begins, challenge kids to work together without talking. A whole new level of communication and relating to each other and the game evolves.
We have found that it's incredibly rewarding to see the changes that begin to happen in children while they're engaged in Aurogames and would like more children to have the opportunity to benefit.
Maya Shakti - Research and Aurogames project coordination
Maya has worked in the field of education since more than 20 years, and is presently doing applied research on the practice of Integral Education in The Learning Community in Auroville. She also works with teacher training. Prior to her work in Auroville, she worked as a class teacher in public Montessori schools in Sweden. She has a B.Ed. in Science of Education (Mathematics/Science with a thesis on Freedom in education), a B.Ed. in Pedagogy (Montessori/Integral Education/Learning Study with a thesis on Integral Education). She is presently pursuing a M.A. in Education for Sustainable Development with focus on Integral Education.
Paula Caesar - Research and facilitation of game sessions
Paula has worked as a class teacher in Transition school in Auroville for over 15 years. Since the past years she has also worked with research and development of Aurogames, offering game sessions and training for facilitators. She is a registered nurse, has a B.A. in Psychology, a Diploma in Ayurveda, and has done training in Neuro Dramatic Play and Awareness Through the Body (ATB).
Sara Madaschi - Facilitation of game sessions
Since 2013 Sara has been working as an educator in Auroville, first in the kindergarten, and presently in the The Learning Community. She also facilitates Aurogames play sessions. She has many years of experience working with children with special needs, and has done various trainings in the field. She has a B.Ed. in Science of Education (with a thesis on Integral Education with particular focus on Awareness Through the Body - ATB).
Ishay Botbol - Digital creative
Developing the game from physical game prototypes into the revolution of the digital world, Ishay works with strategy, user interface, creative, and marketing. He has a B.Ed. F.A. in Digital Media and Photography.
We also have dedicated graphic artists supporting the ongoing process of converting Auroculture’s original handmade Aurogames prototypes into soft copies, as well as graphic design of the new games and activities that we develop with inspiration from the originals.
For more information
Support our work
We are still fully dependent on donations to take the work forward, and welcome your financial support to be able to bring Aurogames to the world.
If you have an Auroville Financial Service account, you can transfer a donation to Kalvi account 252350.
If you live in India or abroad you can send your donation via auroville.com/donations with the description Aurogames – Kalvi. (Please inform us at the time of sending.)
If you have any questions or would like to know more about our research please do contact us at firstname.lastname@example.org
The following photos highlight children learning to look to see and understand, expressing creativity- all with intense focus.