A few years ago several of my three-year-old students asked me a question, and I responded, “How could we find the answer to your question?” They stared at me and said, “We’re asking you because you’re a teacher, and teachers know everything!” While flattering, I had to tell them that I most certainly do not know everything. Instead, there are many other ways in which we can seek the answers to our questions. This moment illustrates the importance of directly teaching children the skills, even as young children, to find the answers to their wonders.
At SEEC, we define inquiry as asking questions, but also as the process to find the answers. In order to ask effective questions and have the tools to seek answers, children must be curious, know how to observe, describe, make connections, and communicate. From infants to kindergarten, our classes foster these skills to ensure our children leave our school with a love of learning, a ferocious curiosity and the ability to find the answers to their questions.
Recently, one of our four-year-old classes, led by Will Kuehnle and Jessie Miller, spent some time discussing what it means to be curious, and what tools could help them explore their curiosities.
To begin their experience they went to the National Gallery of Art to see The Thinker (Le Penseur) by Auguste Rodin. They looked at the sculpture and pondered how its body language depicted thinking. They even tried to pose themselves.
Next, they discussed four tools to use when we have a question: asking an expert, observing, reading a book, and/or going to a museum. After discussing these inquiry tools in the gallery, the class headed outside to the National Mall to make these ideas more concrete through play.
The children got into groups and went through stations, each representing one of the inquiry tools they previously identified. At the “Ask the Expert” station, the children dressed up and pretended to be experts on different topics. One child would ask a question while the other child listened. The conversation would continue back and forth while one child spoke and the other waited and responded. The teacher could step in and model this for the children as well as praise them when waited for their turn to speak. This was a great opportunity for the children to practice patience and listening.
At the “Observe” station, children observed what they saw on the Mall and recorded these thoughts through writing and drawing. This was an open-ended activity that allowed the children the freedom to observe anything in their surroundings. It gave the teachers a glimpse into what the children find most interesting and, since SEEC uses an emergent curriculum, will serve as a guide for possible future topics for the class
The “Read a Book” station contained several books where children could flip through and gain knowledge through their reading.
Lastly, the “Go to a Museum” station had blocks for the children to build a museum where they might be able to answer their wonders.
Back at school that afternoon, the class had an opportunity to play at the stations again if they wished.
Recently, during storytime a child asked a question about something in the book. The other children were quick to suggest finding a book on the subject or visiting a museum to find out more information. The teachers have also observed students using language such as “curious” and “inquire” more often in their day-to-day conversations. By spending time practicing listening, vocalizing questions, and exploring how to find answers, the students have built a strong foundation that will serve them as they progress in school and life.
Join us on January 17th to learn more about Fostering Wonder with young children.
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