This activity aims to guide participants, through a series of experiential education activities, to get to know and build relationships with less familiar peers in a natural, cooperative game setting. During the activities, instructors use questioning to prompt self-reflection and peer sharing, enhancing participants’ ability to be aware of themselves and others. In addition, the design of these experiential activities helps enliven the atmosphere and fosters a sense of participation and belonging among members. The program, designed by the camp instructors, consists of icebreaker activities (e.g., Group Sorting, “Bingo—You, Me, and Us”) and experiential activities (e.g., Guess Who Behind the Curtain, Big and Small Circles, Leaf-Flipping, Crossing the Minefield). For instance, in “Bingo—You, Me, and Us,” each participant must actively converse with others and exchange information, such as hobbies, commonalities, or happy experiences. This not only breaks the ice but also helps participants recognize the unique traits of other members. In “Guess Who Behind the Curtain,” conducted in teams, participants test their rapport and communication skills, experiencing the importance of clear expression and active listening. They also learn how to remain calm under pressure, make sound judgments, and coordinate with teammates to achieve shared goals. According to qualitative feedback from participants, the activity helped them meet peers with different personalities and academic backgrounds. Icebreaker games allowed them to quickly learn about others’ interests and daily lives. Some participants noted that the instructors’ facilitation promoted greater self-awareness: “Certain feelings that are easily overlooked, or that I had never considered, were brought to mind by these kinds of questions, leading to deeper reflection.” In cases where participants belonged to a minority group within the camp (most attendees were Early Childhood Education majors, with a few from Education or Counseling Psychology), students reported that the activities helped them integrate into the majority group: “During the activities, I didn’t feel excluded or ignored because I was in the minority. Instead, under the instructor’s guidance, I was gradually able to interact and integrate with the group.” In terms of communication and collaboration, feedback also reflected the program’s benefits: “I truly realized the importance of teamwork and communication. This activity seemed simple, but flipping a tarp within a limited space required everyone to maintain a high degree of coordination and patience. The rule of not stepping off the tarp made us more cautious in our movements, as each person’s position affected the overall progress and result. During the process, I learned how to listen to others’ opinions and appreciated the value of leadership and task division. When someone spoke up at the right time to organize our direction and strategy, the whole team operated much more smoothly.”

Implemented by Department of Early Childhood Education
Date: 2025/06/09