Manifesting magic: co‐designing ‘wishes that work’ in classroom contexts

Global perspectives on early childhood education increasingly focus on the significance of standardised notions of knowledge acquisition. Over recent years, policies in England have particularly focused on raising standards in the early years in relation to subjects such as English. Concurrently, there has been a narrowing of early years and primary curriculum provision with an increasing focus on its more formal aspects and on linear concepts of progress. However, many educationalists argue that we need to foster creative learning experiences that are responsive to the diverse interests and funds of knowledge that children enact in their play. This paper reports on research with 20 early years teachers as they developed and facilitated an ‘immersive play’ project with the theatre charity Punchdrunk Enrichment. This involved co-designing a magical ‘Wishing Cupboard’—as both installation and drama process—which brought children's writing and drawings to life. In this project, the children's ‘wishes’ were manifested through manipulation of materials, uses of spaces and interpersonal interactions. Throughout this process, teachers recorded ‘significant moments’ related to children's learning and professional practices. Analysis of these moments revealed the educational significance of ‘wishes that work’ in motivating children to write, developing their oracy, extending community relationships, transforming children's use of classroom spaces and materials, and bringing joy into the professional lives of teachers. The research also demonstrates how ‘magic’ was sustained and valued by teachers as part of their pedagogic practices.